E content guide

1. Forword Dear Reader, You have before youa a copy of the ‘From learning content to e-learning content’ guide that has been designed to help you take your first steps in electronic learning content.

This guide is an ELEC project product, supported by the ESF (European Social Fund).

The BE-ODL (Belgian network for open and distance learning) was responsible for the production of this guide together with twelve Belgian partners •

Five sector partners: Cevora, Fopas, IPV, Logos and Vibam

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Four private training providers: eXplio, GiVi, Opikanoba and U&I Learning

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Two colleges: Artevelde College and Karel de Grote College and

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One public training organisation: VDAB.

If you would like to know more about BE-ODL, any of these partners or this project, please surf to www.be-odl.org or call +32 (0)9 265 49 04.

We hope that you will enjoy using this guide and wish you much success with it.

The ELEC team

2. Introduction 2.1. Why was this guide created?

The use of digital learning material in education, business life and government has increased considerably in recent years. Now that digital learning environments are becoming increasingly popular, the demand for content or for digital learning content is also increasing.

The development of digital learning content remains a work-intensive process and an expensive affair. Fortunately an increasing number of software applications have arrived on the market recently that make it relatively simple (and less expensive therefore) to develop learning content oneself independently.

The aim of this guide is to encourage independent developers of learning content and to demonstrate that developing e-learning content is no longer the privileged domain of professional teams of developers.

2.2. Who is this guide aimed at?

We are targeting principally the teaching profession, trainers, coaches, business leaders, civil servants, management assistants, employees – anyone who wants to develop electronic teaching materials in a creative way without needing to call on IT expertise.

2.3. How is the guide structured?

When preparing e-learning content a whole arsenal of things have to be taken in to consideration. What is your target group ? What software packages do you have available ? Do you work alone, or in a team ? Are you technically oriented or are you more geared towards content ? How extensive do you want your course to be ? To what degree do you want to integrate interactive elements in your course ? Or would you rather keep it to simple text and images ? Do you want to include on-line assistance for the course participants ? Do you want to deliver the course material via CD-ROM/DVD or over the Web ? Do you have a Learning Management System (LMS)? Do you want to go straight to a definite version or do you want to build up your course gradually ? As you can see, there are a lot of choices to be made. It’s no simple matter therefore to write a guide that covers all the different possible scenarios and which on top of all that, is concise.

We have tried to put together a practical and usable guide by working as far as possible with models, practical examples and checklists. Working with models has the advantage that as a reader, you can maintain an overview of the large number of different choices. We have attempted to integrate the more concrete instructions by using practical examples and checklists.

And finally we have opted to not overload you with theoretical views about the whys and wherefores of e-learning. For the sake of convenience, we have started from the assumption that you are free to start your e-learning project immediately.

2.4. Structure of the guide The guide is set up so that it starts with general information and goes on to specific information.

In the first part you will find the general step-by-step plan that gets you started with developing e-learning content. This covers not just the development process, but the whole subject from analysis, design and development to implementation and evaluation of the e-course.

In the second part of the guide we go into more practical details about the development process by going into a number of specific forms of e-teaching. We illustrate each of these different forms with practical examples.

In the digital version of this guide – that will be available at a later date – we provide a few case histories from different business sectors where we go through the whole development process.

And finally at the back of the guide you will find a glossary where you will find the most commonly occurring e-learning terms.

3. Stappenplan E-leerinhoud aanmaken en leveren The aim of this guide is to provide you with support when you create e-learning content. The word e-learning content comprises three different elements.

• • •

Content: content comprises text, images, drawings, tables, audio fragments, videos or sophisticated 3D animation.

Learning: the way the material is presented is clearly intended to support the learning process. The material is used in a goal-oriented way therefore to facilitate the acquisition of certain skills (knowledge, skills and attitudes). “e-“: stands for the Internet or intranet/extranet as the medium through which the learning content is offered. Most e-learning content is consulted via computers, but it is also possible via info-kiosks, mobile phones, PDAs, telephones or digital television.

In this guide we us a 5-step or 5-phase model (the so-called “ADDIE model”, see the glossary of terms in the back of the guide).

1 ANALYSIS

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5

2 EVALUATION

IMPLEMENTATION

DESIGN

3 DEVELOPMENT

Analysis

Based on five questions: Goal? Target Group? Content?

Environment? Resources?

Design Based on a structure and a scenario, taking into account different learning principles.

Development This covers the concept and structure of learning objects as well as the fact of linking learning objects to a learning path which results in an e-course.

Implementation This covers advertising, supplying, using, assisting, monitoring, managing and maintaining the e-course.

Evaluation We differentiate between evaluating the product (quality) and evaluating the use (acquisition of skills).

3.1. What do you need?

In order to create an e-course, you will need the following : 3.1.1. Content • • •

Texts Visual material Audio-visual material

3.1.2. Multimedia computer with software for : •

playing the learning objects/content (depending on the type):pdf-player, media player creating learning objects/content (depending on the type): word processing, graphic software, presentation software, animation software, video software combining learning content/content in an e-course : author tool or Learning Content Management System (LCMS)

• •

3.1.3. Server computer with software for : •

Supplying the e-course : a Learning Management System (LMS) if necessary

Here are a few examples of software that is used for playing learning objects/content:

• • • • • • • • • •

Internet Explorer (subscription fee, forms part of the Office package) Viewing Web pages http://www.microsoft.com/ Mozilla Firefox (free) Viewing Web pages http://www.browser.eu.com/nl/ Adobe Acrobat Reader (free) viewing PDF files http://www.adobe.com/nl/products/acrobat/readermain.html Macromedia Flash Plugin (free) Playing Flash animations http://www.adobe.com/go/getflashplayer QuickTime (free) Playing graphic files and video and audio files http://www.apple.com/quicktime/ Irfanview (free) Playing graphic files and video and audio files http://www.irfanview.com/ Windows Media Player (free with recent versions of Windows) Playing graphic files and video and audio files http://www.microsoft.com/windows/windowsmedia/download/ Winamp (free) Playing almost all sound files http://www.winamp.com Microsoft PowerPoint Viewer (subscription fee, supplied free for users of Office) Viewing PowerPoint-presentations (.ppt and .pps files) http://www.microsoft.com/ Microsoft Word Viewer (subscription fee, supplied free for users of Office) Viewing Word documents (.doc files) http://www.microsoft.com/

Examples of software for creating learning objects/content can be found in Chapter 2 – Practical forms.

You will find further explanations and examples and information about LMS and LCMS in the glossary of terms.

3.2. Analysis A good analysis will create the right level of expectation and can prevent a great many problems.

When developing e-learning content it helps to use the following checklist.

Goal: What do you want to achieve? What learning goals are you striving for?

• What knowledge? What skills? What attitudes?

• How in-depth? Knowing or knowing how to?

Target group: Who do you want to reach? What are the characteristics of your target group?

•

How big is your target group? Where are they geographically? Where and when are they available?

What motivates them? Learning opportunities? Prior knowledge required?

Familiarity with ICT? What infrastructure does your target group have?

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Content: What content do you already have? In which format?

• •

Can you process the content yourself or do you need expertise?

Does the content (text, visual material, etc) exist already. On paper, digital format?

To what degree is this content readily available (copyrights)?

•

Environment: Management support? Learning culture? Obligatory or voluntary?

Blended or stand-alone?

Resources: And, last but not least. This element, will define your limits to a large degree.

• • •

How much money is available? Is there a budget for outsourcing development?

How much time is available for this project? Days, months?

How many people can be put to work on it? Internal, external? Experience with e-learning content?

What infrastructure do you have access to for development and delivery?

Computer, peripheral equipment and software?

Are support services available or possible (helpdesk, coaching)?

• •

3.2.1 Example of Analysis This is an example of a simple analysis about learning to work with a new piece of welding equipment.

GOAL

•

To learn to use the new “BL2006” welding equipment, safely, effectively and efficiently.

TARGET GROUP

• •

120 Dutch-speaking workers per year, in two branches (Brussels and Amsterdam) No PC experience.

CONTENT

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The BL2006 welding equipment: design, function and safety Normal classical training: 1/2 day.

ENVIRONMENT

•

Standard accepted training culture, classical.

RESOURCES

• • •

Development time: 1 month.

Budget: 5,000 Euro Time required in terms of investment: 1 week for design, 2 weeks for development, one week for test and start-up.

Delivery: via existing intranet server and 2 computer kiosks in each branch

•

The construction company BRIDGE, that specialises in metal constructions, employs 600 people, 120 of whom are welders. From next month they have to be able to work with a new piece of welding equipment. In the past they have followed a halfday training course. This time however, the company will try to use an e-learning course for the purpose. The analysis above illustrates briefly how to analyse learning requirements (what for whom?), content, context and resources.

3.3. Design E-learning content is designed using a structure and a scenario. The structure acts as the stepping stone for moving to the learning content later on. The scenario refers to the story, the way you present the learning content.

• •

Structure = split up the content into smaller units and divide into a tree structure.

Scenario = integrate various exercises (texts, images, animation, interaction, exercises)

The main question that the concept has to answer is “What experiences are you providing and in which order? so that course participants are able to process the learning content as quickly and accurately as possible ”. Think about the different learning styles and a few basic principles from the ‘Instructional Design’. Instructional design is a discipline in which a systematic approach is taken to designing and developing effective learning material based on learning theories and models.

Structure: is clear and totally firm How do you structure the content in a logical and concise manner? How do you make a pedagogically sound structure?

• •

•

•

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Limit the number of levels in the structure of the content, preferably to a maximum three.

First the core, then the details. Explain the basic concepts and structures first and only then go into the further details. Avoid explaining everything in one go.

You can provide details more easily by using the Web rather than in a book (for example via hyperlinks, mouse-overs, pop-ups).

Global - analytical - summarised. o Global: Explain first of all what is going to come. o Analytical: Then explain one element at a time. o Summarised: At the end, make a summary of everything.

Pedagogic order: for this use a taxonomy of learning goals in order to create an order for the content. o What will the target group learn? Facts, concepts, relationships, structures, methods, attitudes. o In what depth? Knowing, understanding, doing, integrating

Scenario: varied exercises Build up an interesting and learning-friendly story. Introduce each part of the structure; each piece of content therefore, by using a variety of exercises. Ensure that you use several different learning styles : (inter)active experience, observing, reflecting, conceptualising, experimenting, applying.

Put these different learning styles into practice by using texts, tables, stories, images, sounds, videos, animations, simulations, series of tests, interactive animation, exercises, role playing etc.

Below you will find a few references that contain a large number of links relating to the design and development of (e) learning content: •

Brandt, W., Van Petegem, P. (2004). A scenario for the development of open learning material. Leuven, Acco. (ISBN: 90-334-5178-6)

• •

Janssen-Noordman, A.M.B. and Merriënboer, J.J.C. (2002), Innovative designs.

From learning tasks to complex skills. Wolters Noordhoff.

• •

Willigen van Jelle, How to make interactive learning material for self-study? http://www.digitaledidactiek.nl/dd/opdrachten/217

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3.3.1. Example Below you will find an example of a simple design for a course on “learning to work with the BL2006 welding equipment”.

• •

The goal: familiarisation with the BL2006 welding equipment; Learn to use the BL2006 soldering equipment effectively, efficiently and safely.

STRUCTURE

SCENARIO (VARIED EXCERCISES)

1. Introduction

Text: Whys and wherefores of this module

2. The equipment 2.1 Explanation

Photo of the equipment Name and explanation about each part

2.2 Summary

Table (reference card)

2.3 Test

Test the different parts

3. Directions for use 3.1 Explanation

Video with directions for use Which and how?

3.2 Summary

Table (reference card)

3.3 Test

Test procedures for use

4. Beware!

4.1 Explanation

Video with risk situations What are they, how to avoid them and what to do?

4.2 Summary

Table (reference card)

4.3 Test

Test safety conditions

This course is structured in two levels therefore.

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3.4. Ontwikkeling Learning objects are pieces of learning content that explain a subject in one single way. They may comprise text, images, hyperlinks and also audio, video or animation with or without interaction. When we combine the learning objects into one single structure via Web pages, we end up with an e-course.

Learning objects Each piece of text, each photo, video or animation as well as pages with a combination of these elements can be considered as learning objects. As long as they each only explains one single subject in one single way.

You can make learning objects yourself or use existing material. In the first instance you need appropriate software for each type of learning object, for the second you need to take account of copyrights.

E-course Link the learning objects to the structure and choose a suitable navigation interface. For this you will need an author tool.

Test the e-course as quickly as possible with a pilot group by using a prototype.

This is a small part of an e-course which contains the most critical elements of your course.

Assistance for developing learning objects.

1. Are you sufficiently equipped to develop (e)-learning?

As a general rule you can assume that developing (e)-learning is a specialised profession. A profession that usually requires long-term practice. This does not mean however that it is a domain exclusively reserved for professional content developers. As a teacher, employee or simply someone who is involved, you are perfectly capable of supplying basic material that can be transformed into professional content by designers, editors and developers.

Much depends of course on just how ambitious you are : are you looking for ad hoc material for a limited group of course participants and for a limited period of time or do you need professional content for a broad target group and for a longer period of time. If it is the latter, you are advised to call on the services of a professional content developer.

Tip: If you are looking for inspirational examples for your e-course, you can use any of the many repositories for digital learning material that you will find described in Chapter Six of this guide under the heading useful hyperlinks.

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2. Are there a hard and fast ways of developing learning objects?

Developing learning objects is no routine matter with hard and fast rules.

Learning objects are too unique and complex for that. This means that you and (eventually) anybody assisting you should never try improvising. You run the risk of going round in never-ending circles as everything is mutually dependent.

Tip: Work in a project oriented way. This does not necessary have to be by forming a project group. You can also work in a project-oriented way as an individual.

The trademarks of working in a project-oriented way are : • • •

the “client” with whom you will communicate at a certain times ; the “assignment” that comprises a well-defined task that must be carried out within a specified period of time and with a defined amount of manpower to a set budget ; the work is carried out in phases that are completed in sequence (this is necessary in order to be able to manage the complexity of the work).

3. When do I know if the digital learning material that I have developed is of sufficiently high quality?

You can assume that the digital learning material is of sufficient high quality if it : • produces sufficient results in terms of learning; • motivates; • is retrievable; • is used frequently; • is customised; • is interactive; • reduces the work pressure of the teacher.

4. When are learning objects motivating?

A learning object does not need to be a beautiful multimedia feat of brilliance each and every time. The fact that the course participant is motivated is often sufficient.

Experience has taught us that a very motivated course participant will be willing to seek the information he or she needs from all different sources. If needs be from a flat hard copy document if this will satiate his or her hunger for learning. In many instances therefore the fact that there is a concrete need for a learning object is more important than an exceptionally high level of quality.

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5. What is meant by metadating learning objects?

In order to make learning objects easy to locate, thy need to contain accurate metadata. Metadata is data that characterises the learning material in such a way that it can be very speedily looked up and selected according to different relevant aspects. Using standardisation when filing learning material and identifying material by using metadata are currently very important. Different projects exist that deal with the diverse problems arising from this phenomenon.

You can obtain more background information about meta-data from: • University of Antwerp (2005), Metadata for learning objects in a digital learning environment, http://perswww.kuleuven.be/~u0024303/papers/lom.pdf • SURFnet, Folksonomy: metadating by the masses, http://e-learning.surf.nl/ elearning/articles/2985 6. What can I do to ensure that my learning objects are used on a frequent basis ?

In the first place by working towards good quality when developing learning objects (see point 3) ?. Another rather more technical aspect is compliance with e-learning standards in force.

E-learning standards are aimed at ensuring technical exchangeability, re-usability and sustainability.

Technical exchangeability means that it should be possible to exchange between system A and system B. It has to be possible for instance to read and play digital learning material that has been developed with Dreamweaver in Blackboard. And it should also be possible for instance to exchange information about skills acquired by a student between different systems.

Re-usability refers to the development of learning material in small independent units – called learning objects. These learning objects should not contain any explicit reference to each other and must be designed in such a way that that larger assemblages or learning paths can be made out of these small learning objects for (and by) different target groups.

The notion of sustainability means aiming for a certain future permanence so that when importing new technology ( for instance a new electronic learning environment), the investment made in digital learning material is secure.

One final comment about this: specifications and standards require technical exchangeability, re-usability and sustainability, but guarantee almost nothing in terms of pedagogy, the design, the quality (user-friendliness and effectiveness) of the elearning content, the author’s systems, content management systems and learning systems. This means therefore that they provide no guarantee of the ultimate success 16 among the individual course participants.

3.4.1. Example Learning objects for the course of ‘Welding with the BL2006 Test where you have to drag the right answer to the right question.

Structure // Type Learning object 1. Introduction

Text/image

Mouseover

Video

Drag/ drop test

Multiple Choice test

X

DETAIL

2. Equipment

DETAIL X

2.1 Explanation 2.2 Summary

DETAIL

X

DETAIL

2.3 Test

X

DETAIL

3. Instructions for use

DETAIL

3.1 Explanation 3.2 Summary

X

DETAIL

X

DETAIL

3.3 Test

X

4. Beware!

X

DETAIL

X

DETAIL

4.3 Test TOTAL

DETAIL DETAIL

4.1 Explanation 4.2 Summary

DETAIL

X 4

1

2

1

DETAIL

2

DETAIL refers to a sheet where the learning object should be described in more concrete terms.

A “test” may refer to the test questions, “video” may refer to a short script, and a “text” may refer to the source, etc.

Structure: number of levels : 2 • • • • • •

Number of learning objects/type: Text & image: 4 Mouse-over: 1 Video: 2 Series of tests: 3 Total: 10

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3.5. Implementation When your e-course is ready it needs to be brought to your target audience. For this we foresee four different stages.

Introduction of your e-course to management and your target audience.

Depending on your situation it may be important to gain the confidence of management within your company. You can achieve this by putting together a good project plan with well-defined goals, roles and responsibilities. Keep this project alive by communicating at regular intervals about interim results and above all do not become discouraged by any possible resistances within the company.

Think above all about your target audience. Ensure in the first instance that the company and all the people who need to be informed about the e-course have been reached. The nature of your promotional activities will depend on the target group that you want to reach. If you want to reach potential participants via the Web, then call on the help of experts. If you want to reach colleagues within your company, then call on the help of your own HR department.

Supplying the course on a CD-ROM/DVD or via the Web Depending on your target audience, you can choose to supply your e-course on CDROM/DVD or –if you want to reach a broad audience – via the Web. If you want to use a Learning Management System (LMS) for this, then you will automatically have the tools available for registering course participants, for managing them and for ensuring follow-up. If you do not have an LMS, then make sure that you have a clear plan in advance about how you will go about supplying your e-course. You will also need to think about how you can go about following up your course participants.

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Directions for use and assistance Providing assistance for course participants is an important support task during the on-line learning process. Coaching for on-line learning involves a number of specific tasks : • • • •

Answering queries about content; Solving technical problems or providing pointers when there are problems; Supporting and motivating the course participant; Following up course participants, results and progress (reactively and proactively).

It is not possible to provide a complete overview of all the different options of online assistance for course participants in this guide. Handy general rules can be found in the book “E-tivities, the key to online learning” by Dr. Gilly Salmon.

This includes a 5-step method to facilitate motivating and constructive online learning.

Management and Maintenance One final aspect in the implementation phase relates to the management and maintenance of the learning material that has been developed.

The management aspect should create a sufficient degree of availability and protection while maintenance refers to the improvements and modifications to the content of learning material.

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3.6. Evaluation In accordance with good practice, feedback should be provided at the end of the road. Did everything go according to plan, where did it go well, where did it go less well, what can be improved and what adjustments can be made?

What needs to be evaluated?

We differentiate between evaluation of the product (quality) and evaluation of its use (acquiring skills).

The product Different aspects define the quality of an e-course: • • • • • • • •

Content: is everything complete and correct?

Language: are there any language errors ? Is the language simple and clear and adapted to suit the target audience ?

Graphics: does it look attractive?

Interface: is the product easy to use and can you navigate easily within it?

Technology: compatibility, security. Does it work on all kinds of systems?

Learning quality: does the user have sufficient control him or herself over the learning process ?

Pedagogy: does following this module lead to a different and better way of working ?

Match with the target group?

The use You can evaluate the use of an e-course at four different levels: • • • •

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Is the course participant satisfied? (happy sheet) Has the course participant learned something? (test) Are there visible practical results from the material that has been learned ? (observation) Does this have a measurable impact on the results? (figures)

3.6.1. Example E-course: Using the BL2006 welding equipment.

Evaluation of the quality of the product: • • • • • • •

Content: OK, complete & correct; Language: OK, Dutch, simple level, no mistakes; Graphics: OK, clean and functional; Interface: OK, 2 levels via fold-out menu; Technology: not OK, only Internet Explorer 6.0 and higher; Learning-friendly: OK, user can navigate sequentially and directly, pedagogic build-up in line with learning goals; User evaluation: positive 8,7/10

Evaluation of use: Number of participants: 120 • • •

•

• •

Happy sheet (2 scores out of 10: Satisfied ? Learned something?) (8.2 / 8.7) (OK) Test results (3 scores out of 10 from 3 series of tests) (average 88%) (OK) Number of welding errors per day with BL2006: (OK) o before following the e-course (23); o after following the e-course (6).

Profit margin of welding operations with BL2006: (OK) o 3 months before following the e-course: 56%; o 3 months after following the e-course: 67%.

Total project costs: 12,000 Euro (4 months) Cost/participant 100 Euro

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3.7. Try it your self!

Exercise Try and make up your first mini e-course yourself : 1. Define your application: goal and target group Target group: aliens who understand Dutch and are familiar with the Internet Goal: to understand the meaning of green, orange and red traffic lights 2. Collect content & tools Install following (free) tools: Author tool: http://exelearning.org :for putting the course together Image processing: MS Paint (free with MS Windows): for processing images Presentation: MS Powerpoint: to prepare animation Animation tool http://www.debugmode.com/wink/: to create animation Write a short text about the meaning of the three colours that appear at traffic lights.

Collect a few copyright-free images of traffic lights off the Internet or take a few photos yourself.

3. Prepare a short analysis Goal: to understand the meaning of green, orange and red at traffic lights Target group: aliens who understand Dutch and are familiar with the Internet.

Content: what precisely is the meaning of the three colours ?

Context: not applicable for this exercise Budget: 1 day, as long as you know the tools.

4. Make your design What structure and what experiences are you offering?

Begin with an explanation, an image and then a series of tests?

Or is there another way of going about this?

5. Create your learning objects.

Just text? Just an image with an explanation? A series of tests ? Animation ? It may take a bit of time to learn how to use the tools. Use the tutorials!!

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6. Link the learning objects to the structure You can do this with the eXeLearning author tool.

7. Publicise your course Send your project to us at info@be-odl.org

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4. Practical forms of e-learning content In this module we provide you with an overview of the practical forms that e-learning content may take.

Type of digital content

Type of learning object

Level 1: tekst, beeld en links

Word, PowerPoint, PDF Web + hyperlinks

Level 2: + multimedia

Audio (geluid, stem, muziek) Video Software-animatie Concept-animatie

Level 3: + interaction

Mouse over Test questions and series of tests Software simulation Interactive concept animation

Level 4: + communication

Forum, Wiki, Blog, Chatten, Instant Messaging, Audiobooks, Weblecture, Podcasting

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4.1. Text and image What?

Texts and images are static. You can view them on screen or print them off.

On the Web you can insert links between pages, words and images. This method offers a great many pedagogic possibilities for interaction with the information.

Why? Texts, images and tables form the basis of most courses. They are above all suitable for transferring knowledge.

In some instances you can also provide experiences with texts and images. Tables are above all useful for conceptualisation and presenting abstract examples.

A few guidelines Text • Maximum 15 lines per screen, maximum 40 characters in length.

• Leave sufficient air in the page.

• Limited the use of typefaces, colours, bold and italic texts.

• Long text is best split up into paragraphs.

• Create your structure with a maximum of three levels.

• Copyright: name the source and ask for permission when using text written by other authors.

You can find more detailed tips about writing web texts on: http://www.bovenindeboom.nl/index.cfm?menuid=29&ID=142&RelatedID=0 Images • Photos, drawings, tables, etc.

• Pay attention to the size (number of kilobytes) and quality (resolution) Copyright: name the source and ask for permission when using text written by other authors Links • Location: ensure that the user knows where he or she is • Navigation: get anywhere in maximum three clicks • Speed: maximum three seconds’ wait • Scrolling: preferably not!

• Use of links: describe a link concisely, preferably on one line!

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Tools Word processors • • • •

Microsoft Word (license fee) Part of the Microsoft Office package http://office.microsoft.com/ OpenOffice.org Writer (free) Part of OpenOffice.org the open source package http://nl.openoffice.org/ Writely (free) online word processor; with the possibility of writing a document together, version management, etc.

Zoho Writer (free) online word processor Presentation software

• • • • • •

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Microsoft Powerpoint (license fee) Part of the Microsoft Office package http://office.microsoft.com/ Keynote (license fee) Apple presentation software http://www.apple.com/nl/iwork/keynote/ OpenOffice.org Impress (free) Part of OpenOffice.org the open source package http://nl.openoffice.org/ Thumbstacks (free) Creating presentations that can be viewed from the Web http://www.thumbstacks.com/ Teamslide (free) Show your slides for free on the Web http://teamslide.com/ Slideshare (free) Upload your slide presentations for free and share them with others http://slideshare.net

Graphics software • • • • • • • •

Adobe Photoshop (license fee) Processing photos and other digital visual material http://www.adobe.com/products/photoshop/ Paint Shop Pro (license fee) Create and process photos + other graphic objects http://www.corel.com/ GIMP (free) Create and process illustrations www.gimp.org Paint.NET (free) Create and process illustrations http://www.getpaint.net Picasa (free) Create, process and share photos http://picasa.google.com/ Freemind (free) make mindmaps http://freemind.sourceforge.net Mindmanager (license fee) Make mindmaps http://www.mindjet.com Gliffy (free) Drawing online in your web browser http://www.gliffy.com

Web editors / author tools • • •

Macromedia Dreamweaver (license fee) Creating and managing websites: more for technically oriented developers http://www.adobe.com/products/dreamweaver/ Microsoft Frontpage (license fee) Making and managing websites www.microsoft.com/netherlands/office/frontpage/default.aspx nVu (pronounced: “N-view”) (free) Making and managing websites http://www.nvu.com

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Supporting software • •

7-zip (free) compressing and decompressing files http://www.7-zip.org/ PDFCreator (free) Transforming files into PDF format (format for distribution and exchange of electronic documents) http://www.pdfforge.org/products/pdfcreator

Other links: Extensive list of image processing software (Wikipedia) http://nl.wikipedia.org/wiki/Beeldbewerking Costs Relatively low.

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4.1.1. Examples Text and image Powerpoint learning modules created with a simple web editor.

Source: http://www.alles-over-powerpoint.nl/c/cursussen.html

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‘Learning languages for everyone : tips and suggestions’: pdf-format, available via the Web.

Bron: http://ec.europa.eu/education/policies/lang/doc/guide_nl.pdf

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Working together towards creating interesting educational material: using mindmap, pdf-format, available via the Web.

Bron: http://www.natuurlijkleren.org/aanbod/aanbod0607_001.pdf

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4.2. Multimedia You can make a course more interesting or effective with multimedia: audio, moving images, video.

The use of multimedia is particularly useful for everything that a course participant needs to hear see in order to grasp it effectively. Laboratory experiments, natural phenomena, human behaviour, sound patterns and music, practical experiences.

Multimedia are not so useful when it comes to conceptualisation for more complex processes.

Audio • • •

Can also be used as a support.

Pay attention to the size (number of kilobytes) and quality (frequency).

Making audio material oneself (difficult), using other people’s audio material (respect copyrights!), commission audio material (expensive).

Video • • •

Video = synchronised series of images and sound.

Pay attention to the size (number of kilobytes) and quality (resolution& frequency).

Making video material oneself (difficult), using other people’s video material (respect copyrights!), commission video material (expensive).

Animation • • • • •

Animation refers to drawn, not filmed, moving images.

Software animation: explaining a programme by using a series of images (screens) that demonstrate what you are doing on the computer. Different capturing tools exist for making software animations.

Concept animation: explaining a concept by using a series of drawn and moving images or tables.

Pay attention to the size (number of kilobytes) and quality (resolution).

Make animations oneself (difficult), animations by other people (respect copyrights), have animations made for you (expensive).

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Tools Audio processing software •

Audacity (free) Processing audio fragments http://audacity.sourceforge.net/ Wavepad (license fee) Processing audio fragments http/:www.nch.com.au/wavepad/

•

Video processing software •

Windows Movie Maker (free for users of Office otherwise license fee ) Making, processing and sharing films http://www.microsoft.com/netherlands/windowsxp/moviemaker/default.aspx iMovie (free for Apple users, otherwise license fee) Importing and processing video fragments made with camcorders (Apple) http://www.apple.com/nl/ilife/imovie/ Adobe Premiere Elements (license fee) Mounting video fragments (relatively high technical level) http://www.adobe.com/products/premiere/

• •

Top 10 online video sharing sites (sharing video material, web 2.0-applications) Rank

Name

Domain

Market Share

Average Visit Length

1

YouTube

http://www.youtube.com

42.94%

13:20

2

MySpace Videos

http://vids.myspace.com

24.22%

4:41

3

Yahoo! Video Search

http://video.yahoo.com

9.58%

15:02

4

MSN Video Search

http://video.msn.com

9.21%

2:58

5

Google Video Search

http://video.google.com

6.48%

7:44

6

AOL Video

http://us.video.aol.com

4.28%

6:41

7

iFilm

http://www.ifilm.com

2.28%

6:14

8

Grouper

http://www.grouper.com

0.69%

5:02

9

Dailymotion.com

http://www.dailymotion.com

0.22%

11:31

10

vSocial.com

http://www.vsocial.com

0.09%

7:14

Bron: http://www.frankwatching.com/archive/2006/08/28/Top_10_online_video_ sharing_si

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Animationsoftware • • • • •

Adobe Captivate (license fee) Making animated presentations using software with audio accompaniment http://www.adobe.com/products/captivate/ Camstudio (free) A small screen recorder for making short instruction films http://www.rendersoftware.com/products/camstudio/ Vnc2swf (free) Making screen videos http://www.unixuser.org/%7Eeuske/vnc2swf/ Wink (free) Making animated manuals http://www.debugmode.com/wink/ ViewletBuilder (license fee) Making online demos http://www.courseware.nl/producten/ontwikkeltools/viewletbuilder/index.php

Online sharing sites for exchanging learning material • •

YouSendit (free) Sending large files http://www.yousendit.com Openomy (free) Archiving online files http://www.openomy.com

Other links •

Extensive list of video processing software (Wikipedia) http://nl.wikipedia.org/wiki/Lijst_van_videobewerkingsprogramma%27s

Costs Multimedia costs are usually rather higher that normal use of text and images.

If you have the necessary equipment however (video/audio) you can plan on some relatively cheap multimedia.

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4.2.1. Examples Audio Audio for excercising luistervaardigheid in ‘The Language Well’ of eXplio.

Source: http://www.explio.com/be/be_nl/content/focus/ (eXplio)

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Video Use of video in a course of Course oriented communication of VDAB.

Source: VDAB course developed by Opikanoba

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Sound and animation The difference between man and woman : illustrative short film by the Italian Bruno Bozzetto.

Bron: http://www.bozzetto.com/flash/fem_male.htm

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Concept-animation ‘How does the Internet work?’ by U&I Learning.

Bron: http://hwi.uni.be (U&I Learning)

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Software-animatie Inleidende uitleg van de interactieve cursus “Opleider in de dop� (train the trainer) van OFO (Opleidingsinstituut van de Federale Overheid).

Bron: OFO course developed by eXplio

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4.3. Interactie Interaction gives the user the possibility of deciding him or herself what happens.

There is an action/reaction between the user and the computer.

Interaction is mainly useful when you want to have the course participant carry out exercises with the material he or she has learned.

We will go into four different types of interaction.

• • • •

Mouse over Series of questions Software simulation Interactive concept animation

Mouse over • • •

Comprises an image with zones. When you run the mouse over a certain zone, a call-out appears (balloon) with more information.

Suitable for explaining different parts of a larger whole.

Can be created relatively simply.

Series of questions.

• • • • • •

Comprises a series of questions There are different types of questions.

You can set parameters according to level of the series and questions.

Keep it simple.

Don’t make the series too long.

Modify in function of the results.

Software simulation • • • •

Try to imitate existing software as closely as possible. The course participant should carried out the right actions in order to achieve a required result. If there are mistakes, the course participant receives feedback.

Beware of the size of the file and the quality.

Keep it simple and realistic.

Split complex elements into parts.

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Interactive concept animation • • •

This involves integrating a concept or complex situation interactively.

For example during a production process the user has to carry out certain procedures in order to obtain the desired result.

A simulation is when a real situation is imitated. For example driving a car.

Tools Developing series of questions •

•

•

•

Hot potatoes (free) Carrying out exercises where things have to be filled in, crossword puzzles, combination exercises, sorting exercises and quizzes with short answers or multiple answers. http://hotpot.klascement.net/ JClic (free) Making text activities, jigsaw puzzles, association exercises, finding words, crossword puzzles http://clic.xtec.net/en/jclic/index.htm Articulate Quizmaker (license fee) Making quizzes, assessments, tests, exams, evaluations and questionnaires in Flash http://www.courseware.nl/producten/ontwikkeltools/articulatequizmaker/index. php QuestionTools (license fee) Making tests, exercises and exams oneself online http://www.courseware.nl/producten/ontwikkeltools/articulatequizmaker/index. php

Web editors / Authoring tools with interactive possibilities (mouse over, series of tests) • •

•

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CourseGenie (license fee) Transforming material in Word into online course material http://www.courseware.nl/producten/ontwikkeltools/coursegenie/index.php Lectora Publisher (license fee) A tool for content professionals ; they can create simple content with existing templates. http://www.courseware.nl/producten/ontwikkeltools/lectorapublisher/index.php Toolbook Assistant (license fee) A tool for content professionals http://www.toolbook.nl

• •

eXe (free) A tool for content professionals http://exelearning.org LessonBuilder (license fee) A tool for content professionals http://www.softchalk.com/

Costs A certain amount of specialisation is usually required for producing interactive concept animations and the costs can become quite high.

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4.3.1. Examples Mouse over Learn to know cities and areas in Turkie.

Source: http://www.givi.be/interaction/geomain.htm (GIVI Services & Training)

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Series of questions Quiz to test the learned knowledge in previous excercises English

Source: Macmillan secundary course, developed by eXplio

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Software simulation Outlook software simulation in a course about the use of communication tools.

Source: Winterthur course developed by Opikanoba

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Software simulation Simulation of imageconvertingsoftware of AGFA.

Source: AGFA course developed by GIVI Training & Services - TCG

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Interactive concept animation Interactive concept animation of ‘De mediawereld’ by U&I Learning.

Source: http://media.uni.be (U&I Learning)

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Interactive concept simulation Interactive concept simulation of IKEA.

Source: IKEA cursus developed by GIVI Training & Services

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Interactive concept simulation Interactive concept simulation in a course Call Management of FORTIS.

Source: FORTIS intranetcourse developed by Opikanoba

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4.4. Communication It is also possible to add communication facilities to an e-course. This enables course participations to add information themselves or to exchange messages with other course participants or with the coach.

Communication is an essential part of any learning process. It is above necessary for processing and applying knowledge, for working with others as well as using information that changes quickly. Below you will find examples of communication facilities that may be useful for integrating into an e-course.

Forum

An internet forum (in brief: forum; plural: for a or forums) is a place where people get together on line to post or to read, to copy files from the libraries of files and just to chat with other members. You can take part in the discussions in a forum (via messages or in a discussion) or simply observe. There are forums for special subjects and forums that are very general.

Wiki

The term Wiki comes from Hawaii and means “fast”. It is an Internet application whereby a group of people can work together on Internet pages. The content is posted immediately without the need for an editorial team to approve it. A Wiki can be used for writing text together.

Weblog

A weblog, or just a blog, is a website that is simple to maintain and which is regularly – sometimes several times a day – updated and where the information contributed is presented in chronological order (by date). Anyone visiting a weblog will first come across the most recent contributions that appear on the first page. The author in fact offers information in a weblog that he or she wants to share with his or her public, the visitors to his or her weblog. Weblogs offer a large number of their readers the opportunity to make their own contribution – anonymously if so wished.

Chatting

Chatting is a holding a discussion whereby two or more users of computers type messages back and forward from different locations and on the same network. The message that is typed usually appears on the screen (or screens) of the other person (people) immediately when he or she presses Enter. The other person (people) can react immediately.

Instant Messaging

Instant messaging is the technology that allows you to send you messages as quickly as possible. This in contrast with e-mail where the speed of the transmission is not so important.

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Audiobook

An audio book is a recording of a (fragment of )reading of a book.

These are usually distributed in CD-ROM/DVD, tape or digital format (e.g. mp3).

Weblecture Presentation using video that is available via the Web. Podcasting

The term podcasting is a combination of iPod, Apple’s portable MP3 player, and broadcasting.

Although the technology is not only usable with an iPod, the success of this technology was an important stage in the development of Podcasting. Podcasting in the strictest sense of the term, stands for a system in which podcasters make audio (MP3) files with discussions, courses, radio shows, music programmes available via the Internet.

Webinar

The term Webinar stems from the words Seminar and Internet (Web).

A Webinar is an online variant of seminar, which can only be followed on the Internet.

A technique is applied in which user-friendliness is critical. With the help of a webcam and a headset, people can discuss using images and sound, carry out video conferences, have closed conferences or hold web presentations with the help of PowerPoint.

Tools Making your own Wiki • • • • •

http://www.pbwiki.com (free) http://www.seedwiki.com (free) http://www.wikispaces.net (free) In just a few minutes you have created your own Wiki.

In Moodle (http://www.moodle.org) the electronic learning environment you have a wide range of possibilities relating to the protection of your Wiki. (example: http://www.gonnissen.com/demodag) (free)

Making your own blog • • •

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http://blogs.skynet.be (free) http://www.web-log.nl (free) http://www.blogger.com (free) You can make a free and simple weblog very easily on each of these sites.

Chatting / Instant Messaging (IM) • • • • • •

Windows Live Messenger (free) http://ideas.live.com/ AOL Instant Messenger (free) http://www.aim.com/get_aim/win/latest_win.adp Yahoo! Chat (free) http://chat.yahoo.com Jabber (free) http://www.jabber.org/ Chatzilla (free) http://www.mozilla.org/projects/rt-messaging/chatzilla/ MeeboMe (free) http://www.meebo.com/

Audio books / Podcasting •

Free audio books, players and hyperlinks http://www.audiobooks.org http://www.audiobooksforfree.com http://www.learnoutloud.com http://librivox.org/

•

Ipodder (free) http://ipodder.sourceforge.net Playing podcasts Juice Receiver (free) http://juicereceiver.sourceforge.net/ Playing podcasts Itunes (free) http://www.apple.com/itunes/download Playing podcasts Gabcast (free) Making podcasts http://www.gabcast.com/ Hipcast (free) Making podcasts http://www.hipcast.com/ Potion Factory (license fee) http://www.potionfactory.com/ Making podcasts

• • • • •

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•

•

Manual for making your own podcasts (free) http://www.webmonkey.com/webmonkey/05/52/index4a.html http://www.engadget.com/2004/10/05/engadget-podcast-001-10-05-2004-howto-podcasting-get Finding an audience for you podcast (free) http://www.ourmedia.org

Weblecture (technique used = Webcasting) •

Speechi (license fee) Recording your PowerPoint and putting it on the Web http://www.speechi.net

Webinar (technique: technique used = Webconferencing) •

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Microsoft Live Meeting (license fee) Organising a virtual seminar http://www.microsoft.com/office/livemeeting

4.4.1. Examples Forum Philosophy Forum

Source: http://forum.filosofie.be/ Other links: •

How can I increase student understanding and involvement through an online forum? http://www.digitaledidactiek.nl/dd/communiceren/912

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Wiki Educational Wiki Edublogs.nl.

Source: http://www.edublogs.nl/wiki/StartPagina Other links: •

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How can you transfer educational expertise via a Wiki for instance? http://www.digitaledidactiek.nl/dd/communiceren/1171

Blog ICT & Education BLOG.

Source: http://www.gorissen.info/Pierre/ Other links: •

How can I set up a weblog in order to provide feedback about students’ learning products ? http://www.digitaledidactiek.nl/dd/begeleiden/1116

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Chatting Spanish chatroom (chatting in Spanish to learn the language).

Source: http://chat.icq.com/icqchat Other links: • •

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How can you visualise your opinions about different subjects/positions in a chatroom ? http://www.digitaledidactiek.nl/dd/communiceren/617 How can you ensure that a chat sessions runs efficiently and effectively? http://www.digitaledidactiek.nl/dd/communiceren/169

Instant Messaging Using MSN Messenger. See example Weblecture below.

Other links: •

I’m available! - Instant Messaging and education. http://elearning.surf.nl/e-learning/artikelen/1191

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Audiobooks You want to learn German? Choose from an extensive collection of audio books.

Source: http://www.vorleser.net/

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Weblecture Weblecture/screencast relating to the use of MSN Messenger.

Source: http://screencast.nl/hansonexperience/msn_messenger/flash/msn_messenger_flash.html Other links: •

How can you replace tutorials with short films? http://www.digitaledidactiek.nl/dd/presenteren/1013

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Podcasting Dutch educational blog with a great collection of podcasts.

Source: http://onderwijs.blogo.nl/?WEBLOG/657 Other links: •

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Podcasting in higher education: new hype or a real asset? http://elearning.surf.nl/e-learning/artikelen/2891

Webinar Webinar “What’s Next in Learning Technology in Higher Education”.

Source: http://lecture.horizonwimba.com/launcher.cgi?channel=ims_2006_0517_ 1403_03

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5. Glossary of terms A ADDIE-model The ADDIE model, is a well-known implementation model that originated from the world of Instructional Systems Design (ISD). ADDIE is an acronym for the five phases of the model, in other words: • Analysis – Analysis of the problem • Design – Design of the solution • Development – Development of the solution • Implementation – Implementation of the solution in practice • Evaluation – Evaluation of the implemented solution.

Adware Programme with built-in advertising for recovering development costs. Adware is in principle a piece of free software, but in contrast to freeware, advertising in image has to be accepted. If this is not the case, a version has to be bought that does not have advertising. See also PITCHWARE. Distance Learning Learning where the course participant is able to follow the learning activities in a different location to where the course is taking place. The participant does not have to travel to a certain location and can even carry out the studies at different times (asynchronomously). In an ideal world the course will be supplied electronically.

Arranging Combining learning elements with the help of learning objects.

You can find more detailed information on: http://contentketen.kennisnet.nl/kennisdelen/themas/arrangeren Assets The smallest inseparable elements in digital learning material are also called source material or assets. Examples include texts, figures, animation, photos, audio and video fragments. When, on the other hand, we talk about a learning object we are referring to a composite object.

Asynchronised learning Learning situation where course participants learn alone via a computer network.

They do not make contact with other people together in order to be able to work together. E-mail is asynchronous, chatting is synchronous, blogging is asynchronous, telephoning is synchronous.

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Audio book An audio book is a recording of a (fragment of) reading of a book. In most cases these are distributed in CD-ROM/DVD format, tape or in digital format (MP3 for instance).

Author tool and systems An author tool or author system is used to create digital learning material.

A teacher can for example set up a work group assignment in MS Word. Or create a presentation in PowerPoint, or a statistics problem in an Excel sheet, etc. the software in all three of these examples acts as an author tool. In Blackboard a teacher can create a test for example. The build a test function within Blackboard is also an author tool.

Author systems are more complex and more specifically designed for creating learning content. One example is Authorware that is used for creating a large number of educational CD-ROMs. B Blended learning Training or learning projects in which different learning forms and teaching methods are combined, namely partly through ‘traditional’ learning and partly through elearning.

Broadcast A method for broadcasting content to several course participants simultaneously by using television and radio signals.

C Chatting Chatting is when a discussion is carried out by typing messages between two or more users of computers that are at different locations and who are working at the same time on the same network. The text typed by the user appears almost immediately on the screen (or screens) of the people they are discussing with, mainly when they press Enter. The other parties taking part can react directly.

Because the speed at which most people type is much slower than the speed at which they think and/or speak, a lot of strange conversations can arise such as ones with lots of abbreviations and the use of smileys etc. such as:-) and :-( , to replace the missing eye contact. Chatters also often choose a nickname that reflects a (part) of their personality.

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Computer-based training (CBT) This is a course or training programme where multimedia course material is supplied via computer, mainly on CD-ROM. The computer does not need to be connected to a network and the course usually does not contain links to sources outside of the course.

Computer supported collaborative learning (CSCL) Computer supported collaborative learning, or CSCL, is collaborative learning where use is made of ICT (increasingly Internet technology). One description is: “CSCL focuses on how collaborative learning supported by technology can enhance peer interaction and work in groups, and how collaboration and technology facilitate sharing and distributing of knowledge and expertise among community members.�

Content A broad collective name for all learning material and other sources of content within a company. When referring to e-learning content usually means learning material.

Educational content includes elements such as goal, target group and learning guidance.

Existing knowledge must be adapted to the target group and the curriculum before it can be called educational content.

Content Management System (CMS) A CMS is an application that is able to transfer all different sorts of content from one organisation into one system and which ensures that the content is accompanied from its origins to its elimination.

Courseware Parts of teaching or course that is offered via a software programme or via the Internet.

Creative Commons Creative Commons (CC) is an initiative to encourage the distribution and the literature, photography, music, film and scientific work protected by copyrights via the Internet as much as possible without violation of copyright. Traditional copyright starts with reserving all rights (all rights reserved) on a work. Offering your work under a Creative Commons license means that you relinquish your copyright. This means that you offer some of your rights (such as copies, distribution, showing and executing) under certain conditions to those who want to use it.

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CSS Cascading Style Sheets (abbreviated to CSS) is a technique for the design of web pages. The information about the design is added to the HTML code of the document. This information can be included in the document itself, but it can also be imported into an external document. This kind of document when imported separately is also called a stylesheet or a template. A stylesheet or a template offers the possibility of separating out the design elements and content of a document and to thus achieve a consistent design over several different documents.

C-Learning C-learning is a counterpart to e-learning and is a traditional form of learning carried out in a classroom. C-learning, therefore stands for classroom learning (see also mlearning).

D Demand-led learning A form of study where the student maps out to a large degree the learning path for him or herself and where the lessons are a response to the demand from the individual projects. The counterpart of traditional supply-oriented learning material.

Digital The word digital is used very frequently when working with computers. Because computers (almost always) process and file data digitally. Digital (from the Latin word digit, that means finger) means working with values in distinct stages. This is in contrast to analogue : working with values in continuum without stages. Digital and analogue techniques can be used for storing and transferring information, for operating an instrument or the way in which a value is reproduced.

Digital pedagogy Knowledge and science relating to the use of ICT in the organisation and facilitation of learning.

Digital learning resources In this guide we differentiate between learning resources that are aimed at the content of a course (digital learning material) and learning resources that are aimed at communication and assistance within a course (digital learning environment, digital means of communication).

Examples of digital learning materials are pieces of digital text, a digital article, a digital book, a website, a digital video film, a digital audio fragment or multimedia content. The advantages of digital learning materials for a book may be that the learning material can be adapted interactively and through multimedia.

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Adaptive means that the form and content of the learning material can be adapted to the material required by the course participants. In practical terms, this means for instance that the course participants only study the learning material that they have not yet mastered. The course participants learn in a made-to-measure fashion.

Digital learning environment See further under Electronic Learning Environment (ELO).

Distance Learning Learning where the course participant is able to follow the learning activities in a different location to where the course is taking place. The participant does not have to travel to a certain location and can even carry out the studies at different times (asynchronomously). In an ideal world the course will be supplied electronically65 E Educational material Educational material and exam material. Material that is developed and used for teaching and training. Think theory, questions, assignments, digital, paper, tests, etc.

Educational software Computer programmes (software) that back up learning.

Electronic learning e-learning Electronic learning is in essence nothing more and nothing less than a collective name for learning situations where Internet technology and/or ICT are used.

Electronic Learning Environment (ELO) This is an environment that backs up e-learning. Given that e-learning takes on different forms, each ELO may also take on a different appearance. In the main, ELO backs up the learning process and the administrative/supporting processes. ELO includes an LMS, an LCMs and an author tool (these concepts are explained elsewhere in this document).

Examples of electronic environments are Blackboard, Moodle, SAKAI, etc.

F Forum An Internet forum (usually shortened to: forum; plural: fora or forums) is a place where people meet up online to post or to read messages, to copy files from libraries and to chat in direct with other members. You can also take part in the discussions in a forum (via messages or in a discussion) or just observe. There are forums on special subjects and forums that are very general.

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New subjects can be brought up or solutions can be requested for specific problems.

The subjects and the level of the discussion may vary greatly. In order to be allowed to react on some Internet forums, visitors have to register under a pseudonym or a nickname. Other forums are more liberal and messages can be posted without having to register.

Freeware Free software that can be downloaded from the Internet and that may be used on the condition that nothing is modified to it. It has a copyright. The software may not be used for commercial purposes.

G H HTML Editor An HTML Editor is a software programme for creating web pages.

Although HTML code can be written with a normal text editor such as Microsoft Kladblok, an HTML editor renders editing much easier thanks to an in-built additional function.

WYSIWYG (What you see is what you get) editors give you a working window that looks like the page as it will eventually appear in the web browser.

A WYSIWYG editor is easier to use and you can create a web page without needing to know HTML. Many WYSIWYG editors also offer the possibility of processing the HTML source code directly.

Examples of open source WYSIWYG editors are: Nvu and Mozilla Composer; Examples of commercial editors: Macromedia Dreamweaver and AdobeGOLive.

I ICT Information and Communication Technology – use of computers, telephone, radio and television, telecommunications, playing and reproduction equipment. In order to make, save, distribute, use information. The word information is used here in the broadest sense of the word.

Institute of Electrical and Electronics Engineers (IEEE) Organisation that handles the development of standards for e-learning.

The work of organisations such as IMS, AICC and ADL are combined by the IEEE to create standards that obtain international approval.

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IMS Global Learning Consortium The IMS project develops general learning standards with a focus on the use of XML, to make learning content exchangeable with other learning technologies.

Implementation Implementation is integrating a system (e.g. a computer programme) into an organisation. During the whole educational design process attention is constantly paid to implementation, acceptation and how the solutions will work in situations where it is used.

Instant Messaging Instant messaging is the name given to technologies whereby messages are transmitted as quickly as possible. This is in contrast to e-mail where the speed of transmission is of less importance.

Instructional Design (ID) Characteristics of an ID approach is that it starts with an extensive analysis of the way in which experts carry out their specialist assignments in practice. Complex skills are analysed for their constituent skills. A hierarchy of skills is thus created in which the constituent skills and their subordinates are brought to light.

Each constituent skill is described in terms of behaviour, the conditions under which the behaviour should be revealed and the criteria or standards for acceptable behaviour. Routine and non-routine aspects are also classified. The mental models and cognitive strategies used in carrying out tasks are analysed in the same sort of way.

IRC IRC stands for “internet relay chat�. It is not a computer programme but a protocol as it is called in jargon. A protocol is actually a collection of rules that a developer must follow in order to make an IRC programme (a client or a server).

J Just-in-time (learning) This is a term that is often associated with logistics. In e-learning it is used to indicate that the course participant has access to the information precisely when he or she needs it. This is in contrast to the principle of just-in-case, where learning material is offered in the event that the course participant might need it.

K

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L Learning Resource Interchange (LRN) The exchange of learning materials, student data, course material etc. via an electronic medium so that several different learning environments can use each other’s data.

Learning units Learning units are arrangements of learning objects. A composite part of a course, including presentation, processing and testing, has a specific running time and is generally brought to an end by an evaluation.

Learning Objects or Re-usable Learning Objects (RLO) Learning objects are in short, pieces of educational material that can be re-used.

These can be compared to pieces of Lego : their standardised pattern of fixing elements make it possible to combine pieces of Lego in all different ways, so that endless different constructions can be built with them. Learning objects can also be combined and arranged in the same way and can thus help to create relatively easy new learning material.

Learning Management System (LMS) versus Learning Content Management System (LCMS) How does learning material created using an author tool end up with students ? In classical education teachers distribute a sheet of paper with the details for the next lesson. With digitally organised education this goes through an LMS, a learning management system.

There are three main functions within an LMS : • Making learning material available to students • Communication between student and teacher and between students • Student administration.

By way of summarising the meaning of an LMS or an LCMS we advise looking at the difference between the two concepts. As a general rule you can assume that an LMS is more course oriented and an LCMS more content oriented. How do these two concepts complement each other ?

An LMS manages not just the learning, but also the registrations of the course participants, the progress registration and the planning of the learning materials.

An LCMS backs up the development and co-operation process (workflow), stores content in the smallest possible meaningful units, separates content and form so that the content can be looked up easily and re-used. One of the advantages of this is that the content can be personalised for distribution and this applies to content, form and scope. See also Electronic Learning Environment (ELO).

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Learning Platform or Learning Content Management System (LCMS) The focus of a Learning Platform or Learning Content Management System (LCMS) is on learning content. It comprises a software package with which you can create a website and which is specially intended for e-learning. AN LCMS allows you to manage information elements efficiently, to organise them, share them, re-use them and maintain them.

All LCMS contain all the components that you would find in a normal CMS: • • • • •

Communications facilities such as forum and Internet mail : A module for writing (short) news reports; A module for writing articles; A links page; The possibility of putting and managing documents on the server.

A number of special e-learning oriented modules can be added to this: • • •

A course participant follow-up system that allows the teacher/coach to see the progress of a course participant; Facilities for the course participant to carry out self-appraisals such as testing him or herself : A portfolio system that allows the course participant to include his or her own documents and pieces of work in a personal mini website.

Examples: www.smartschool.be en www.dokeos.com.

Learning Portal These are websites that offer course participants and the organisation the opportunity of gaining simple access to a categorised overview of e-learning, mainly of different providers. This may involve, news, websites or also training courses or learning objects that can be studied via the Internet. The content is customised in function of the visitor’s personal profile.

Learning Style Everyone has their own personal learning style. This means : A way of dealing with learning material and learning activities. There are different models for mapping out learning styles. A few examples are the Kolb method and the Vermunt model. Some learning styles are better suited to the student than others. It is recommended that the learning style of students be taken into account when recommending courses.

Learning Technology Specification of methods and techniques that support the creation of e-learning.

For example : formats and rules for designing pedagogic principles, skills profiles, test models such as portfolios and suchlike. These specifications are in principle not dependent on soft- and hardware and are not linked to technology.

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Learning with digital learning resources By digital learning resources we mean learning whereby the learning activities of course participants are backed up by digital learning resources.

Lessons learned In terms of e-learning this is about findings and conclusions of authors or users regarding e-learning projects.

M Media Mix A combination of media within one course or learning object, with the aim of teaching participants something. For example a CD-ROM, a book and a website (see also blended learning).

Metadata Metadata is data that describe the characteristics of certain data. It is actually data about data.

Metadata in a certain document (data) may be : the author, the date it was written, the number of pages and the language that the data has been created in. The explicit storage of metadata with the data that it refers to has the advantage of making this data more easily retrievable.

Mind Map Mind mapping is a very effective method of clarifying concepts. With a mind map you map out a concept concisely and in summary format without having to go into great detail about how you formulate it.

Mouse over A Mouse over what happens when you run a mouse over a piece of text or a photo in a website. A lot of popular mouse overs are links, menu items and fragments of text.

With the help of CSS, you can create a link that turns a different colour with a mouse over or other aspects of the layout can change so that is clear to everyone that you can click on this link.

M Learning An elaboration of the term e-learning, m-learning means Mobile Learning. Learning takes place through wireless equipment such as hand computers (Palm or iPAQ for instance), tablet PC’s and mobile phones.

Learning thus becomes even less dependent on location. (See also c-learning).

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O Open and distance learning (ODL) The possibility of learning remotely outside of the classroom and with a high degree of autonomy thanks to the help of different systems particularly e-learning.

Online Connected to the network (such as the Internet).

Online community These are meeting places on the Internet where visitors for example with the same interests or occupations look each other up. In terms of e-learning, these meeting places are set up in such a way that the course participants can make contact with others and can learn together and share knowledge. The online community helps with these aspects. The content of the community is usually defined by the members, in this instance the course participants.

Online learning Learning via a network. (See also Electronic Learning).

Designing Learning and designing are made up of a timetable, an instrument through which teachers can design learning paths for students/pupils. The learning paths are set up in three columns : information, subjective concept and practice ; and in ten (learning) activities, presented in workwords. A powerful learning path will move among these three components and will therefore use ten (learning) activities.

Developing In this phase of the educational design, focus is laid on the solution for the educational problem. This phase is characterised by construction or production activities.

Open Content In analogy with open source, describes all sorts of creative work (such as articles, photos, sound, images) that are published under a non-restrictive license and in a format that explicitly allows information to be copied. Open Content is often used to describe content that can be modified by everyone.

Open source software This is software in which the source code is released so that other developers and programmers can add their contribution to the further development. Open source software is not necessarily free. Open source e-learning software is also available (such as FLE3 of Moodle).

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Open standards Open standards are file formats and protocols that can be freely applied by different producers and users and are not protected by a commercial licence. Some file formats for text, images and multimedia are closed. This means that they can only be used by software provided by a certain producer. Microsoft file formats for example are not (or not easily) available for other software manufacturers : gif file formats for digital images are commercially protected, while its counterpart png is an open format.

P Pitchware The same as ADWARE. Programme with built-in advertising so that costs can be recuperated. Pitchware is in principle free software, but in contrast to freeware advertising in image has to be accepted. If not then a version has to be bought that contains no advertising.

Podcasting Podcasting The term podcasting is a combination of iPod, Apple’s portable MP3 player, and broadcasting.

Although the technology is not only usable with an iPod, the success of this technology was an important stage in the development of Podcasting.

Podcasting in the strictest sense of the term, stands for a system in which podcasters make audio (MP3) files with discussions, courses, radio shows, music programmes available via the Internet and also create a newsfeed in RSS format, that contains a reference to the MP3 files that can be automatically downloaded and/or immediately copied to an MP3 player, or indicate to the user that they can listen to it on their PC. Q R Return on investment (ROI) A calculation that makes it clear what the returns will be of an estimated investment over time . This often involves ‘hard’ returns (read savings/money) but it can also involve ‘softer returns’ such as image, increased quality, etc. .

Reusable Learning Objects (RLO) See under Learning Objects.

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RSS - Really Simple Syndication RSS stands for “Rich Site Summary” or for “Really Simple Syndication”. This is a specific application of the XML computer language where the content of a website is stored so that other sites can show this information automatically in their environment. Via special RSS readers you can quickly see which sites have changed. It is mainly weblogs that use RSS. S SCORM Stands for Shareable Content Object Reference Model and is designed by ADL. SCORM is a mixture of technical standards that give web-based learning systems the possibility of looking up, importing, sharing, re-using and exporting learning content in a standard manner. It is above all written for sellers and developers of LMS and author tools so that they are able to see how they can meet the standards.

Screencasting In short this is a film that explains and demonstrates something. This film can be accompanied by sound and even a talking head where the person is in the image.

It can be used for example to explain an application or to give a tip. You look as it were over the shoulder of the person. He shows you what is happening on the screen. He clicks on the menus that are relevant and tells you at the same time what he finds important. In actual fact it looks very much like computer based training programmes etc. The difference being that screencasts are usually much shorter and more accessible. You can make them and view them more easily. So in actual fact a sort of house-garden-kitchen material. Like weblogs that are for making Internet sites. Anyone can do it therefore.

Screen dump (screen shot / screen capture / screen dump) A screen print, screen shot, screen capture, or screen dump is a static image (a photo) of what is visible at a certain moment (or a part thereof) on a screen.

This can be handy for : • • •

Explaining how a programme works (for example where which button is located) Showing a specific situation. This is often easier with a screen shot than via a description of what can be seen on the screen; To show friends what your screen looks like.

Self-appraisal The process whereby the participant is able to define his or her own personal level of knowledge and/or skill, often in relation to a specific skills profile. In some learning management systems (see LMS) participants then automatically receive a recommendation to follow a course or a learning object if there is mention of a discrepancy between current skills and required skills.

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Self-paced learning The participants define their learning tempo themselves.

Simulation A very interactive application where realistic (business) situations are imitated. This enables employees to practice and acquire skills in a risk-free environment. Ideal for acquiring practical experience in the processing industry.

Skype Skype is a free online telephone service that uses Voice over Internet Protocol (VOIP).

In addition to telephony, Skype also provides a text-based chat programme.

Social Software These are applications where people can meet each other, communicate and work together via the Internet. Social software is used increasingly frequently for learning purposes.

Standards The increase in standards is an important trend within the world of e-learning. There are currently no accredited standards for e-learning that apply to suppliers of elearning systems. There are a number of organisations worldwide however who are preparing for future standards. The biggest organisations that are working on standards for e-learning are AICC, ADL (SCORM), IMS and IEEE. The IEEE is the only one that is qualified to accredit standards. In addition there are regional initiatives such as ARIADNE (Europe) and CANCORE (Canada). Both organisations have links to the IMS or the IEEE. Summation evaluation All sorts of tests and exams that are used at the end of a learning process are used for providing a final assessment of a student’s results.

Synchronous communication Those involved communicate with each other at the same moment in time, but not at the same location. An expert for example can give a presentation via the Internet while the course participants follow the lesson from a different location and have the opportunity to ask questions via voice transmission or text (chat).

Synchronous learning Learning situation where the course participants learn simultaneously via a computer network with the online supervision of an instructor.

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T Tele Learning Platforms See Electronic Learning Environments.

Tools A tool is a computer application or another digital aid for making software or files.

Examples of tools are editors, word processors.

U V Video Conferencing A virtual conference whereby the participants are not in the same room, but where they can see and hear each other at the same time.

Virtual classroom Or giving lessons via the Internet. This is a form of synchronous e-learning ; synchronous because the teacher(s) and the course participants are online at the same time, each of them behind their PCs. The virtual class can be made up of participants that are taking part in the course from different locations spread over the whole world. Specific software exists that supports and makes it possible to hold virtual classes.

Virtual Learning Community (VLC) A closed electronic learning environment where up to 50 participants learn and produce knowledge together. It is a simple Internet application with a different way of using ICT that is easy to integrate with other ELOS. Strong points are the communication platform, the linking of skills to learning arrangements, the portfolio, learning together and the learning process analysis.

W Web-based educational content Information that is meant for education such as lesson and testing material provided via the Internet or via internal technology where placing information is not dependent on time.

Web-based Instruction (WBI) Instruction material that is supplied via PC or a network and which is shown via a web-browser. WBI is available in different formats and different elements can be linked to it such as online courses and content. WBI is not the same as CBT (see above), its is based more on the specific demand of the user. WBI can be updated simply and speedily and the learning process can be steered easily by the trainer.

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Web-based Training (WBT) Training that is supplied via Internet technology.

Webinar The term Webinar stems from the words Seminar and Internet (Web). A Webinar is an online variant of seminar, which can only be followed on the Internet.

A technique is applied in which user-friendliness is critical. With the help of a webcam and a headset, people can discuss in images and sound, carry out video conferences, have closed conferences or hold web presentations with the help of Powerpoint.

Weblecture Presentation with video made available via the Web. Web Learning Web learning is learning that is supported by Internet technology. The goal is to support the transfer and build-up of knowledge and skills of course participants, to extend them and to make them flexible. Comes under the concept of e-learning.

Weblog (blog) A weblog, or just a blog, is a website that is simple to maintain and which is regularly – sometimes several times a day – updated and where the information contributed is presented in chronological order (by date). Anyone visiting a weblog will first come across the most recent contributions that appear on the first page. The author in fact offers information in a weblog that he or she wants to share with his or her public, the visitors to his or her weblog. Weblogs offer a large proportion of their readers the opportunity to make their own contribution – anonymously if so wished.

Webquest A webquest is a structured search whereby the course participant, individually or in a group, using (mainly) Internet information, searches a solution for a specific problem.

Webquests encourage thinking, developing skills for solving problems and making people familiar with web technology.

Wiki The term Wiki comes from Hawaii and means “fast”. It is an Internet application whereby a group of people can work together on Internet pages. The content is posted immediately without the need for an editorial team to approve it. A Wiki can be used for writing text together WYSIWYG WYSIWYG is an acronym for “What you see is what you get”. The term is used for computer programmes and means that you can see directly on the screen what the results will look like on paper, including layout: bold typeface, font size, etc.

X-Y-Z

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6. Useful hyperlinks COPYRIGHTS Creative Commons (CC) Creative Commons (CC) was created to encourage maximum Internet distribution and the use of literature, photography, music, film and scientific work protected by copyright without violating these copyrights. Traditional copyright starts with reserving all rights (all rights reserved) on a work. Offering your work under a Creative Commons license means that you relinquish your copyright. This means that you offer some of your rights (such as copies, distribution, showing and executing) under certain conditions to those who want to use it. http://creativecommons.org LEARNING PORTALS BBC Learning zone Discover the educational programmes that are broadcast every night on BBC2 : Languages and Travel, Secondary Schools, Open University & General Interest.

Note: There is a time difference between here and England. http://www.bbc.co.uk/learningzone/ KlasCement Portal for and by teachers (independent and free initiative supported by the Department of Education). KlasCement is visited, designed and maintained by elementary and secondary teachers, and teacher training students. http://www.klascement.net DIGITAL LEARNING MATERIAL REPOSITORIES Davindi DAVINDI is a large collection of rated sources especially suitable for training. The sources are mainly websites, but also illustrations, video clips, etc. It is the collection of sources that makes DAVINDI particularly special.

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DAVINDI does not search all web pages at random, but in a specific number of websites recommended by experts. http://davindi.kennisnet.nl Darenet DAREnet provides access to Dutch scientific search output in digital format. As of 1 June 2005 DAREnet has collected more than 40,000 digital files from the repositories of sixteen different institutions. http://www.darenet.nl Edurep Edurep is a central facility that renders (digital) learning material retrievable on the Internet. Edurep stands for the integration of the “Educative Repositories Network� (a network of educational databases). All sorts of educational content can be found via Edurep. These include learning methods, digital learning material, test material, websites, short films, photos or multimedia assignments. http://edurep.kennisnet.nl LOREnet LOREnet is a collection of digital learning material from Dutch colleges and universities. On LOREnet you can find syllabi, software, illustrations, case histories, internship assignments, exam material, lectures and presentations on any number of specialist subjects.

LOREnet is an initiative of the SURF Foundation. http://www.lorenet.nl Merlot MERLOT is an internationally renowned repository. You can find all kinds of online learning resources, material with animations, interactive tests, simulations, multimedia websites, checklists and programmes. Material developed by teachers to help their students understand complex concepts or to practice certain skills. As a visitor you can look up a large number of further education specialists subjects.

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Each year, the MERLOT Awards are given to the best resources. As a visitor you can put together your own collection using items that you have found so that you don’t need to look them up each time. You can see how many visitors are storing an item in their own private collection and thus obtain an indication of the popularity of the item and in the spirit of Amazon.com you can consult other people’s collections to see where you can find other items that are relevant to you. http://www.merlot.org Microsoft Office Online Illustrations On these pages you will find photos, short films and audio fragments that you can download for free. This material does not have a copyright as long as you are using an Office programme with a valid license. http://office.microsoft.com/clipart/default.aspx MIT OpenCourseWare MIT OpenCourseWare is a large-scale initiative to make all course material from the MIT (Massachusetts Institute of Technology) available for free. The goal is to make this material available worldwide in the form of statistical course websites for interested parties. The material can also serve as a source of inspiration for scientists and teachers throughout the world. The mission of this site is to have all this material for both bachelor and master courses available in digital format by 2007. Visitors can search material in this database by specialisation, course name and type of pedagogic material (such as syllabi and video lectures). http://ocw.mit.edu/index.html ResearchChannel This repository contains no less than 1000 video recordings of lectures and discussions between researchers, interviews with scientists and documentaries. All contributions relate to scientific research. There is no charge for using it. ResearchChannel is an initiative of a consortium of 26 research universities including Yale University, Massachusetts Institute of Technology and outside of the US, the Universitat Politècnica de Catalunya among others, several research organisations in the U.S. and several research divisions of different companies (including Sony Electronics).

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One of the goals is to broaden context of the results of elementary and applied scientific research. Moreover, ResearchChannel acts as a platform for the members of the consortium for gathering experience in new broadcasting techniques and offering video on demand worldwide. http://www.researchchannel.org/ The Gateway to Educational Materials The Gateway is a repository that refers to both informative and educational resources on the Internet. This repository targets all types of education with both free as well as paying learning resources; for further education the majority is free. http://www.thegateway.org/ uVo UvO, or the Uitwisselen van Onderwijsmaterialen, (Exchange of Learning Materials) is for sharing educational material and knowledge about education. UvO comprises a network of teachers and education developers who share material with each other.

The aim is to learn to develop material for a course a module or lesson from and with each other more quickly and efficiently. http://www.du.nl/uvo World Lecture Hall World Lecture Hall publishes links to institutions that distribute course material via the web. http://web.austin.utexas.edu/wlh/ RSS Wikipedia http://nl.wikipedia.org/wiki/RSS Edublogs http://www.edublogs.nl/wiki/RSS Mini course: following several weblogs via RSS http://www.gerarddummer.nl/ screencasts/Weblogs_volgen/Weblogs_volgen.html

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WEBLOGS Wikipedia http://nl.wikipedia.org/wiki/Weblog Edublogs http://www.edublogs.nl/wiki/weblog http://www.educause.edu/pub/er/erm04/erm0450.asp?bhcp=1 http://www.manssen.nl/Computersindeklas/leesmap/leesmap2006/20060218-01.htm WIKIS Wikipedia http://nl.wikipedia.org/wiki/WikiWiki Edublogs http://www.edublogs.nl/wiki/Wiki http://www.olvgroeninge.be/Vakinfo/DidactiekenPedagogiek/Wiki/tabid/137/ Default.aspx http://wiki.startpagina.nl/

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7. Literaturetips Blended learning Weistra, H., How to go about blended learning. Monthly column 3/04, On: http:// www.e-learning.nl E-coaching Droste, J. , Kikstra A., Rikhof, M. (2002). The successful e-coach: assisting with skillsoriented learning.

Salmon, G. (2002). E-tivities: The key to active online learning, London: Kogan Page.

E-learning and learning objects Bosch, H. van den, From individual courses to knowledge management: an exploration of the contribution of the Open Universiteit Nederland to learning in work situations. Oratie OU, Heerlen BE-ODL (Belgian Network for Open and Distance Learning), E-learning, how do I get started ? http://www.be-odl.org Hermans, H. and F. de Vries, Shared development of digital learning resources, In: E-learning trends 2004, p. 17-19, Digital University, June 2004 Hodgins, W., The Future of Learning Objects, http://www.masie.com/standards/ s3supplement/Hodgins.pdf Hussein, S., Developing e-learning materials. Niace, 2005 Lohuis, R. (2001). E-learning an learning objects: a perfect match. Training & Development (2001), 11 (November) p. 29-30.

Smith, R.S. (2004), Guidelines for authors of Learning Objects. NMC, The New Media Consortium.

Wiley, D., The Instructional Use of Learning Objects (online version), http://reusability. org/read/ Instructional design GagnĂŠ, R. and L. Briggs and W. Wagner, Principles of Instructional Design, Harcourt Brace Javanovich, Orlando, 1992, ISBN 0 03 034757 2

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8. De partners

The Arteveldehogeschool (www.arteveldehs.be), located in the lively university city of Gent is the largest catholic college and the second largest college in Flanders. During the 2006 – 2007 academic year, the Artevelde College boasted almost 9,000 students, more than 900 staff and 22 different courses.

The college is a centre of knowledge and expertise and its objective is to achieve optimal co-operation between business, science, organisations and companies so that it can reinforce the profile of Flanders as an innovative and knowledgeable community.

Lid van de Associatie Universiteit Gent

The Belgian Network for Open and Distance Learning (www.be-odl. org) was set up in 1999 on the initiative of the VDAB and Le Forem. Its mission, together with other public and private players, is to promote e-learning. The network focuses on employees by promoting the use of open and distance learning for business training courses. The organisation of seminars, during which practical examples of companies are presented to a broad audience, is just one of the many activities of this network.

Cevora (www.cevora.be) is the sector training centre of the Paritary Committee 218, the auxiliary paritary committee for employees. This sector groups around 52,000 companies employing 360,000 people. Cevora organises free training courses for employees in this sector. Training for relevant jobs in the sector is also provided to jobseekers thus ensuring that “bottleneck� professions and opportunity groups are also covered.

Cevora also awards training grants to companies and workers. It organises outplacement for people who have been made redundant and trains young people in industrial apprenticeships. eXplio (www.explio.be) nv is a Belgian company that specialises in two fields : the creation of software for developing multimedia interactive e-learning course material; the creation of digital language Partner in e-learning products (7 CD-ROMs and 2 online products with a total of 24 modules). eXplio has considerable experience in the development, implementation and creation of e-learning in the education sector and in companies. eXplio has been working in this field for many years. The company has offices in Belgium, the Netherlands and employs a dynamic team of language, educational and ICT specialists.

Fopas (www.fopas.be) is the Paritary Fund for the promotion of employment opportunities and training in the insurance sector. Fopas organises course in seven broad areas: Communication, Personal Development, Clients, Cooperation, Language, IT and Insurance Techniques. Training courses are available for both groups as well as individuals.

Additional services include: tests in all fields of learning, orienting staff to develop priority skills and outplacement under specific conditions.

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GiVi Services & Training (www.givi.be) is, with more than 20 years’ experience and 75 staff, an absolute specialist in training courses, both classical, assisted independent study as well as e-learning with the result that blended learning is a perfectly viable option. GiVi Services & Training also created a complete learning content management system (e-LCMS), Competas that offers all the functions needed for e-learning as well as an intelligent software solution for training and skills management.

GiVi is located in Antwerp, Brussels, Gent, Leuven, Zaventem and Utrecht.

Karel de Grote-Hogeschool (http://www.kdg.be) is a catholic college with 7300 students and 1000 staff. It is made up of six departments : Health Care, Business Studies and Business, Industrial Sciences and Technology, Teacher Training, Social Sciences, Visual Arts (Sint Lucas Antwerp).

Business and innovation make up the theme of the year. Increasing opportunities remains our mission with a student-oriented approach as our primary goal.

IPV (www.ipv-ifp.be) the sector training centre for the food industry (PC 118 and PC 220). Offers a whole range of services to the food industry: from standard training courses to tailor-made courses, coaching in a number of fields such as training planning, HACCP, BRC, etc. We target employees, job seekers as well as young students at school.

LOGOS (www.logosinform.be) is the training foundation of the Paritary Committee 226 for employees in international business, transport and different related branches. Their role as laid down by the social fund of the paritary committee 226 is: - to organise free training courses for employees in the sector - to subsidise training programmes organised by companies in the sector - to finance training initiatives for the benefit of opportunity groups and potential future employees in the sector, including staff in outplacement.

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Opikanoba (http://www.opikanoba.com) is your partner for development of e-learning products that offer real solutions to your development issues.

Our experience is based on 20 years of research and development into high-quality learning products, for both large and small companies each with their own specific needs and characteristics.

Our projects are customised interactive online learning courses, information and communication projects. A strong focus on interactivity and a user-oriented approach before and during the project guarantee an interesting and targeted solution for you, your company and your target group.

U&I Learning (www.uni-learning.com) is a company of architects in e-learning and knowledge that is listed on the stock exchange.

We offer organisations solutions for gathering knowledge and passing this on to their employees and clients so that the right knowledge is always available for the right audience.

U&I has offices in Gent (Belgium) and Ede (the Netherlands).

The complete team today comprises a staff of 50 with different specialisations such as pedagogy, linguistics, graphics, multimedia, ICT and engineering.

The Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding (VDAB) (The Flemish Department for Employment and Professional Training (www.vdab.be) is committed to helping people find suitable jobs. The VDAB’s business mission is to be a reliable partner on all issues relating to personnel policy. The VDAB also offers an extensive range of training courses for adults and is able to respond to personal needs of job seekers, employees and employers. Training courses are run in co-operation with the different sectors of the business world and always focus on practical aspects.

VIBAM (www.vibam.be) is the sector training initiative for employees in the metal, electro-technical and plastic industry (Paritary Committee 209) in the province of Antwerp.

VIBAM’s mission is to increase employment opportunities for workers by encouraging, co-ordinating and organising training, educational and coaching activities. Our target group includes employees in the sector and jobseekers who are interested in this sector. The different services available include training, training advice, outplacement and career development.

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11. Acknowledgements THANKS ....to all the PARTNERS who have worked so hard to create this e-learning guide.

THANKS....TO BERT for his unflagging contribution, the co-ordination and the final copy.

THANKS....to the VDAB for making their facilities available and for their staff input.

THANKS....to ESF for the important European financial contribution as well as the vision development and monitoring of the Equal project.

THANKS....to EVERYONE who will use this guide.

It is by trying e-learning and developing skills in this way that you will make a positive contribution to promoting this form of learning.

Johan Van Oost Managing Director BE-ODL info@be-odl.org

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Analysis

Design

Development Implementation

Ev a l u ation From

Content e-content to

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ESF: bijdragen tot de ontwikkeling van de werkgelegenheid door het bevorderen van inzetbaarheid, ondernemerschap, aanpasbaarheid en gelijke kansen, en door het investeren in menselijke hulpbronnen.

BE-ODL Co-ordination unit Kongostraat 7 • 9000 Gent Phone +32 9 265 49 06 • Fax +32 9 233 21 70

www.be-odl.org

From content to e-content Guide for trainers & teachers

Belgian Network for Open and Distance Learning