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1Edited by Duc-Long, Le -

2012

Một số quy ước trên slide

Tắt màn hình máy tính

Được dùng máy tính

Làm việc theo nhóm

Ghi chép bằng văn bản

TƯ NGHIÊN CƯU- ĐOC THÊM

Duc-Long, Le (2011)

Company

LOGO

Bô trơ cho hoc phân Công Nghê Day Hoc

Danh cho sv nganh SP Tin hoc

e-Learning trong day hoc phô thông

2

HCMc University of Education, Vietnam

Faculty of Information Technology

Department of Pedagogical TechniqueAddress: 280, An Duong Vuong st., HCMc

Phone: (08).8352020 - 8352021

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Duc-Long, Le (2011)

NỘ

I D

UN

G C

HƯ

ƠN

G T

RÌN

H

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Duc-Long, Le (2011)

Tai liêu hoc tâp

Tât ca tai liêu co thê download tai link: http://elearning.fit.hcmup.edu.vn/~longld/

http://elearning.fit.hcmup.edu.vn/~longld/

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Duc-Long, Le (2011)

Kiêm tra & Đanh gia

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Duc-Long, Le (2011)

Tai liêu hoc tâp

Tât ca tai liêu co thê download tai link: http://elearning.fit.hcmup.edu.vn/~longld/

http://elearning.fit.hcmup.edu.vn/~longld/

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Duc-Long, Le (2011)

Trung tâm cua NICE, France

Đi xe bus 30km đê đên Sophia Antipolis

Coffee Break, SKEMA school

Slide chao mưng cua ECEL 2013

ECEL 2013 – HOC ĐƯƠC GI?

Duc-Long, Le (2011)

Company

LOGO

e-Learning in the Futuree-Learning phat triên ơ tương lai se như thê nao?

Lam sao đê day hoc trưc tuyên hiêu qua va hâp dân?

Chuyên đê – e-Learning trong trương phô thông

09/2013

History of the “Learning Profession”

WHERE WE CAME FROM ….

• Pre 1979, everything was piled under one big

huge umbrella called

“TRAINING”

WHERE WE ARE TODAY …

• Post 1979, a new concept was evolving called

“HUMAN RESOURCES”

Nancy Hudecek, Presentation: Adoption of e-Learning. Documentation of conf. M/E Learning in HCMUTE, 10/2013

e-Learning Ladder


http://www.youtube.com/watch?feature=player_embedded&v=JAFhkdGtHck#!vSimulation/eSimulation

http://www.youtube.com/watch?feature=player_embedded&v=JAFhkdGtHck

Why e-Learning? Excellence

In every stage, e-learning positively

impacts workforce excellence.

Recruitment• New recruits lack certain skills

• Speed to baseline competency

• Orientation learning curve

Employee Satisfaction• Flexible access to training opportunities

• Cycle time for retooling skills

• Access to best practices information

Retention and Growth• Competency mastery and recognition

• Coaching and mentoring

• Creating a learning community

Excellence


Duc-Long, Le (2011)

Company

LOGO

Cai đăt va quan tri LMS/CMS

Sư dung CMS nguôn mơ Moodle, Atutor, Dokeos hoăc/va Sakai


09/2013

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Duc-Long, Le (2011)

Cac vân đê chinh.

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Duc-Long, Le (2011)

http://strawpoll.me/787229

A straw poll or straw vote is a vote with nonbinding results. Straw polls provide

dialogue among movements within large groups. In meetings subject to rules of

order, impromptu straw polls often are taken to see if there is enough support for

an idea to devote more meeting time to it, and (when not a secret ballot) for the

attendees to see who is on which side of a question. Sometimes polls

conducted without ordinary voting controls in place (i.e., on an honor system,

such as in online polls) are also called "straw polls".

The idiom may allude to a straw (thin plant stalk) held up to see in what direction

the wind blows, in this case, the wind of group opinion.

http://en.wikipedia.org/wiki/Straw_poll

Vai phut mơ đâu …

http://strawpoll.me/787229

http://en.wikipedia.org/wiki/Straw_poll

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Duc-Long, Le (2011)

Hê thống e-Learning tông quat

Trinh duyêt Web

VLE

Ban biên tâp va xuât ban

Kho dư liêu

Công giao tiêp

Cac công cu hê thông

Ngươi hoc

Hê nên

Nguôn: http://el.edu.net.vn/docs/

http://el.edu.net.vn/docs/

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Duc-Long, Le (2011)

Giai phap tiêp cân …

Ngươi hoc

May chu

VLEDư liêu

Ngươi quan tri

hê thông

Ngươi phat triên nôi dung Ngươi quan ly đao tao

Ngươi thiêt kê đao tao

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Duc-Long, Le (2011)

Kiến trúc cua 1 hệ thống e-Learning

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Mô hình chức năng cua hệ thống eLearning

Hệ quản trị nội

dung đào tạo

Hệ quản trị

đào tạo


2012

(*) http://en.wikipedia.org/wiki/Virtual_learning_environment

Virtual Learning Environment - VLE LA MÔI TRƯƠNG THÊ HIÊN CHO VIÊC GIAO DUC

QUA TRUNG GIAN MAY TINH (Computer-Mediated Communication) HAY GIAO DUC

TRƯC TUYÊN (Online Education).

Co thê đươc gan vơi nhiêu tên khac nhau tuy theo goc đô sư dung như: Learning

Management System (LMS), Content Management System or Course Management System

(CMS), Learning Content Management System (LCMS), Managed Learning Environment

(MLE), Learning Support System (LSS), Online Learning Centre (OLC), OpenCourseWare

(OCW), hay Learning Platform (LP).

Môt số VLE thông dung hiện nay

Moodle1; Atutor2; Illias3; Dokeos4; Sakai5; Claroline6;

WebCT(Blackboard)7; ZoomlaLMS8; SharePointLMS9

VLE cho phep thưc hiên

Quan ly nôi dung day hoc – tao, lưu trư, truy câp va sư dung tai nguyên hoc tâp

Trinh bay đê cương va kê hoach day hoc

Quan ly va giam sat qua trinh hoc tâp cua ngươi hoc

Xây dưng cac hoat đông giao tiêp va hoat đông hoc tâp công tac

(Dillenbourg 2000)

(JISC 2007)

Sư dung môi trương hoc ao (VLE)như một công thông tin ngươi dung

Dillenbourg, P. (2000), "Virtual learning environments”. EUN Conference 2000: Learning in the new millennium: Building new

education strategies for schools.

JISC. (2007). "Briefing Paper 1: MLEs and VLEs Explained." Retrieved Oct, 2012 from

http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/mlebriefingpack/1


2012

Some popular VLE’s …

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Duc-Long, Le (2011)

1Moodle: http://moodle.org/

2Atutor: http://www.atutor.ca/

3Ilias: http://www.ilias.de

4Dokeos: http://www.dokeos.com/

5Sakai: http://sakaiproject.org/

6Claroline: http://www.claroline.net/

7Blackboard: http://www.blackboard.com/

8JoomlaLMS: http://www.joomlalms.com/

9SharePointLMS: http://www.sharepointlms.com/

Weblink chinh thưc cua cac VLEs

(2011) – Drupal, eFront, Elluminatehttp://drupal.org/http://www.efrontlearning.net/http://www.elluminate.com/Services/Training/Elluminate_Live!/?id=418

http://moodle.org/

http://www.atutor.ca/

http://www.ilias.de/

http://www.dokeos.com/

http://sakaiproject.org/

http://www.claroline.net/

http://www.blackboard.com/

http://www.joomlalms.com/

http://www.sharepointlms.com/

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Duc-Long, Le (2011)

Noi thêm vê CMS Moodle

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http://2learner.edu.vn/ACeLS

Hê thông ma nguôn mơ – đươc đanh gia cao va sư dung rât phô biên

-Đơn gian, dê cai đăt va phat triên mơ rông

-Nhiêu va đa dang cac chưc năng, hoat đông hoc tâp

-Tai liêu đinh kem rât tôt

-Công đông sư dung va phat triên đông

Xêp thư 11 trong top 100 công cu dạy hoc tôt

nhât năm 2012 (Jane, 2012)

Môi trương tôt – nhưng viêc khai thac va

chât lương phu thuôc vao ngươi thiêt kê

Jane Hart (2012), Top 100 toos for learning 2012 – 6th Annual Survey, retrieved from

http://www.slideshare.net/janehart/toptools2012?ref=http://c4lpt.co.uk/top-100-tools-2012/

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Duc-Long, Le (2011)

Đê một hê e-Learning thanh công …

Công nghê

Phân mêm

Thiêt kê

Day hoc

Thiêt kê

MediaTinh kinh tê

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Duc-Long, Le (2011)

Thiêt kê nhanh va tin cây

Horton, W. (2006) E-Learning by design, Pfeiffer-An Imprint of Wiley, USA

Step 1 Step 2 Step 3

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Duc-Long, Le (2011)

Thiêt kê nội dung & hoat động


Curriculum Bachelor’s of Computer Science

Course “Programming with C”

Lesson “Branching statements”

Topic “Branching: if – else statement”

Activities

“Using a flowchart to explain if – else statement and

a simple program Solving_quadratic_equation for

illustration”

Thiết kế nôi dung hoc

tâp hiệu quả và hâp dân

Thiết kế hoat đông hoc


Web tools


E-learning creation tools


Collaboration tools


Media tools and converters

Standards organizations


Packaging standard


AICC


AICC (Aviation Industry CBT Committee)

The AICC (Aviation Industry CBT Committee) developsguidelines for the aviation industry in the development, delivery,and evaluation of CBT and related training technologies.

The objectives of the AICC are to:

Assist airplane operators in development of guidelines thatpromote the economic and effective implementation ofcomputer-based training (CBT)

Develop guidelines to enable interoperability

Provide an open forum for the discussion of CBT and othertraining technologies

Although AICC primarily attends to the aviation industry, over13 years focus on the specifications required to meet thisindustry's needs has led to a very well developedspecifications for learning and particularly for computermanaged instruction. As a result, a wide range of learningconsortiums and accredited standards groups are in theprocess of adopting and adapting the AICC guidelines to theirown industries.


IMS


IMS (Instructional Management System) Global Learning Consortium

The IMS (Instructional Management System) GlobalLearning Consortium is developing and promotingopen specifications (no standards) for facilitating onlinedistributed learning activities such as locating and usingeducational content, tracking learner progress, reportinglearner performance, and exchanging student recordsbetween administrative systems.

IMS has two key goals: defining the technical standards for interoperability of

applications and services in distributed learning

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


Communications standards


Metadata standards

IEEE Learning Technology Standards Committee (LTSC)

One of the most important accredited standards bodiesis IEEE Learning Technology Standards Committee(LTSC). This committee consist of over 20 workinggroups who are covering a large far-reaching topicsincluding learning object metadata, student profiles,course sequencing, computer managed instruction,competency definitions, localization, and contentpackaging. The mission of IEEE LTSC working groups isto develop technical Standards, RecommendedPractices, and Guides for software components, tools,technologies and design methods that facilitate thedevelopment, deployment, maintenance andinteroperation of computer implementations of educationand training components and systems.


Quality standards


International Standards Organization

(ISO)

The IEEE LTSC has also recently initiated the move ofthis work to the full International StandardsOrganization (ISO) standards by establishing ISO JointTechnical Committee 1 (JTC1) Sub Committee 36(SC36) on Learning Technology. SC36 DevelopsInternational Standards in the areas of Learning,Education, and Training. ISO is a worldwide federation of national standards bodies from

some 130 countries, one from each country. The mission of ISOis to promote the development of standardization and relatedactivities in the world with a view to facilitating the internationalexchange of goods and services, and to developing cooperationin the spheres of intellectual, scientific, technological andeconomic activity. ISO's work results in internationalagreements, which are published as International Standards.


Design standards


Accessibility standards


Learning object


SCORM 2004

SCORM is a collection of standards and specifications adapted from

multiple sources to provide a comprehensive suite of e-learning

capabilities that enable interoperability, accessibility and reusability

of Web-based learning content.

One of the primary forces behind changes to SCORM has been the

evolution of the underlying specifications and standards in SCORM 2004:

IEEE Data Model For Content Object Communication

IEEE ECMAScript Application Programming Interface for Content to Runtime

Services Communication

IEEE Learning Object Metadata (LOM)

IEEE Extensible Markup Language (XML) Schema Binding for Learning Object

Metadata Data Model

IMS Content Packaging

IMS Simple Sequencing.


Resume

E-Learning

It is not a cup of web pages! It is a complex

learning environment!

We need a possibility professionally to create

our learning materials.

We need a professional LMS system, which is

compliment with all e-learning relevant

standards.

We need a money and peoples!

And lot of optimism


47

Duc-Long, Le (2011)

Yêu câu thưc hiên sau chu đê 04

Duc-Long, Le (2011)

Company

LOGO

Thiêt kê va tao nội dung hoc tâp

Sư dung cac công cu biên tâp va xuât ban nội dung


09/2013

49

Duc-Long, Le (2011)

Cac vân đê chinh.

50

Duc-Long, Le (2011)

Thiêt kê nội dung & hoat động


Curriculum Bachelor’s of Computer Science

Course “Programming with C”

Lesson “Branching statements”

Topic “Branching: if – else statement”

Activities

“Using a flowchart to explain if – else statement and

a simple program Solving_quadratic_equation for

illustration”

Thiết kế nôi dung hoc


Thiết kế hoat đông hoc


Creating eLearning documents – 1.

Basic elements of own study text

paragraphs

tables

pictures

lists

others objects (sound, video, …)

Main parts of eLearning document

title

basic information about document

motivation, prerequisites, instructions, goals,

chapters and sections

test

glossary

literature

Martin Molhanec, Presentation: e-Learning: Concepts, Usage and Tools Documentation of conf. M/E Learning in HCMUTE, 10/2013

Basic elements of chapters

goals of the chapter

sections and subsections

summary

index of terms

information sources

question for thinking

examples and results

recommended elements

eLearning documents are too long for manual creating

set of elements which are necessary

Creating eLearning documents – 2.


What is a learning object?

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“Any entity, digital or non-digital, which can be used, re-used and referenced during technology-supported learning” (IEEE 2002)“Any digital resource that can be reused to support learning.” (Wiley 2002)

Characteristics of Learning Objects (LO’s) (Paille 2004)Again, there will not be full agreement on the characteristics of learning objects, butthe following is a list of features that are commonly associated with learning objects:•Learning objects are digital•Learning objects can be stored in a database or repository•Learning objects can be described using a metadata standard or specification•Learning objects are discoverable through searching a database

•Learning objects are interoperable in that they are independent of hardware,operating system and browser type•Learning objects tend to be, but are not necessarily, small or granular in nature•Learning objects tend to be, but are not necessarily, disassociated from context•Learning objects are reusable•Learning objects can be repurposed for different educational contexts

•Learning objects have an explicit educational purpose

IEEE (2002) LOM P1484 12.1. Available at http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf

Wiley, D. (2002) The Instructional User of Learning Objects, Bloomington: Association for Educational Communications and

Technology. Online version.. Available at http://www.reusability.org/read/

Paille, G. (2004) A Short Course on Structured Course Development, Learning Objects, and E-Learning Standards, Retrieved

Mar, 2010, http://careo.prn.bc.ca/losc/

http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf

http://www.reusability.org/read/

http://careo.prn.bc.ca/losc/

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Duc-Long, Le (2010)

Build from reusable parts

Learning object is reused in many different courses


Chon lưa va tâp hơp Thiêt kê Lăp ghep

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Duc-Long, Le (2010)

Tai sư dung ơ nhưng dang khac nhau

e.g. a topic is reused in many different environments


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Duc-Long, Le (2011)

Context VS. Reusability

Hodgins, H. W. (2000) The future of learning objects. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects:Online Version, Retrieved Mar, 2010, http://www.reusability.org/read/

D’Arcy Norman of the University of Calgary summarizes David Wiley’s Reusability Paradox: "If a learningobject is useful in a particular context, by definition it is not reusable in a different context. If alearning object is reusable in many contexts, it isn't particularly useful in any.” (Wiley, 2000)

Standard is not enough !!!

Contextualization is not simple !!!

Technology

Pedagogy

http://www.reusability.org/read/

e-Learning elements

Text

Picture/Image

Animation

Audio

Video


Text

The alphabet, words, sentences, paragraphs. Text processing refers to the ability to manipulate words, lines, and pages.

Size

The quick brown fox jumps over the lazy dog.



Font

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

Color

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


The alphabet, words, sentences, paragraphs. Text processing refers to the ability to manipulate words, lines, and pages.

Size

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


Font

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

ColorThe quick brown fox jumps over the lazy dogThe quick brown fox jumps over the lazy dog

Text


Pictures/images

A picture or image is data represented in a two-dimensional scene. Adigital image is composed of pixels arranged in a rectangular array with acertain height and width. Each pixel may consist of one or more bits ofinformation, representing the brightness of the image at that point andpossibly including color information encoded as RGB triples.


A picture or image is data represented in a two-dimensional scene. Adigital image is composed of pixels arranged in a rectangular array with acertain height and width. Each pixel may consist of one or more bits ofinformation, representing the brightness of the image at that point andpossibly including color information encoded as RGB triples.

Pictures/images


Animations

An animation is a simulation ofmovement created by displayinga series of pictures, or frames.A cartoon on television is oneexample of animation.

Animation on computers is oneof the chief ingredients ofmultimedia presentations.

Animations can be made withspecial techniques like Flash orwith image applications likePhotoshop and Fireworks andexported as animated GIF.

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

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

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

Animations


Audio

Audio is sound within the acoustic rangeavailable to humans. On a computer anaudio file is a record of captured sound thatcan be played back.

Audio files are usually compressed forstorage purposes or faster transmission. Inorder for users to receive sound in real-timefor a multimedia effect, sound must bedelivered as streaming sound. Theadvantage of streaming (instead ofdownloaded sounds) is that there is nowaiting (or very little) from the time you clickthe mouse until you hear the sound. Wellknown formats are: wave (.wav) , midi (.mid),MPEG, audio layer 3 (.mp3).


Audio

Audio is sound within the acoustic range available to humans. On acomputer an audio file is a record of captured sound that can be playedback.

Audio files are usually compressed for storage purposes or fastertransmission. In order for users to receive sound in real-time for amultimedia effect, sound must be delivered as streaming sound. Theadvantage of streaming (instead of downloaded sounds) is that there isno waiting (or very little) from the time you click the mouse until you hearthe sound. Well known formats are: wave (.wav) , midi (.mid), MPEG,audio layer 3 (.mp3).


Video

Video refers to displaying stillimages, in such a high speed thatour mind interpreters thesequence of images as amovement. You can compare itwith animation. The difference isthe use of real images (pictures)and most of the time the numberof frames per second is higherwith video then with animations.The higher the number of framesper second, the more our eyesare interpreting the sequential asreal 'movement'.


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