E-learning Services - R.D.Sivakumar
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This document provides information on e-learning services including computer-based learning, computer-based training, and computer aided assessment. Computer-based learning uses computers for teaching in classrooms and focuses on active exploration of content. Computer-based training are self-paced learning activities accessed through computers or devices that can be evaluated for completion and feedback. Computer aided assessment uses computers to deliver and score assessments including online quizzes and exams.
E-learning Services - R.D.Sivakumar
- 1. E-learning Services R.D.SIVAKUMAR,M.Sc.,M.Phil.,M.Tech., Assistant Professor of Computer Science & Assistant Professor and Head, Department of M.Com.(CA), Ayya Nadar Janaki Ammal College, Sivakasi – 626 124. Mobile: 099440-42243 e-mail : sivamsccsit@gmail.com website: www.rdsivakumar.blogspot.in
- 2. E-learning Services Computer-Based Learning Computer-Based Training Computer Aided Assessment
- 3. Computer-Based Learning Computer-based learning (CBL) refers to the use of computers in a classroom, the term refers that the computers are used for teaching purposes.
- 4. This evolution, include computer-supported collaborative learning, in school education, higher education, teacher training or distance education. Computer-Based Learning
- 5. Content that enables active and constructive learning focuses on exploration. The user interacts with the content, explores objects in the defined environment, observes effects of the exploration and concludes from the experience. Active and constructive learning
- 6. Active and constructive learning For example, to explain the shape of ‘Ellipse’, simply making students to imagine the shape is a difficult task.
- 7. Active and constructive learning Getting an interactive learning aid, where you can form shadows and explain the formation of ellipses will make the students to get more ideas about that particular concept.
- 8. Interactivity Content can be opened with the help of a mouse. The content should provided observation, correlation and conclusion.
- 9. The presentation and design of the content should make students to understand the concept very easy and it should be more interactive. Interactivity
- 10. For example, while teaching the concept of ‘Projectile Motion’ one could play various media clips to generate discussion in the classroom, like a man falling to the ground to make the concept understand. Interactivity
- 11. Syllabus-Mapped Content To develop a CBL system it should be content mapped to their syllabus. There are two important considerations here, a) whether the content covers all the concepts and b) whether the content is culture specific.
- 12. Content covers all the concepts. There is no need to represent the whole syllabus in computer based learning units because not all concepts would require technology intervention. Syllabus-Mapped Content
- 13. Culture specific. If teachers take the responsibility, the concept should be explained by means of practical experiments. Syllabus-Mapped Content
- 14. For instance, while explaining the concept of sound, practically the teacher should generate the sounds such as by dropping stainless steel bowls and plates on the ground to observe the different sounds. Syllabus-Mapped Content
- 15. Interactive group learning Interactive Group Learning provides immense possibilities to achieve Observing, Discussing, Exploring, Problem Solving, Doing and Creating and also nurtures team work and collaboration.
- 16. Designing computer-based learning aids A variety of learning strategies can be used while designing content. Listed below are a few ones: Active Learning – These strategies focus on exploration. Learners can explore content and construct interpretations.
- 17. Constructive Learning – Strategies that bring context to learning as students begin from a point of already existing personal experience, knowledge or interests. Designing computer-based learning aids
- 18. Co-operative Learning – Strategies that take advantage of and build upon share individual knowledge. Designing computer-based learning aids
- 19. The need of the teachers is to participate in the process and act as facilitators. This will ensure that we expand the resources for learning in the classroom beyond imagination. Designing computer-based learning aids
- 20. Computer-Based Training Computer –Based Trainings (CBTs) are self-paced learning activities accessible through a computer or handheld device such as CD or DVD-ROM. Some other features of CBT are.
- 21. The term Computer-Based Training is also known as Web-based training (WBT) with the primary difference being the delivery method. Computer-Based Training
- 22. WBTs are delivered through the Internet using a web browser like Internet Explorer. CBT kit usually comes in the form of multiple choice questions, or other interactive means. Computer-Based Training
- 23. The end-user feedback and completion status can be easily evaluated by the assessment software. CBTs offer user-friendly solutions for satisfying education requirements. Computer-Based Training
- 24. CBTs can be a good alternative to printed learning materials which offer visual learning benefits through rich media, including videos or animations, can easily enhance the learning. Computer-Based Training
- 25. The main advantage of CBTs is that they can be easily distributed to a wide audience at a relatively low cost once the initial development is completed. Computer-Based Training
- 26. CBTs has the following limitations. They are, The creation of effective CBTs requires enormous resources. Computer-Based Training
- 27. The software for developing CBTs (such as flash or adobe director etc…) is often more complex that an expert or teacher is able to handle. The lack of human interaction can limit the type of content and assessment that can be performed. Computer-Based Training
- 28. Many learning organizations are beginning to use smaller CBT/WBT activities as part of a online program which may include online discussion or other interactive elements. Computer-Based Training
- 29. Computer Aided Assessment Computer aided assessment is a term that covers all forms of assessment delivered with the help of computers.
- 30. This covers both assessments delivered on computer, either online or on a local network, and those that are marked with the aid of computers, example : Optical Mark Reading (OMR). Computer Aided Assessment
- 31. One of the most common forms of computer aided assessment is online quizzes or exams. These can be implemented online, and also marked by the computer by putting the answers in Content Management System for online exams. Computer Aided Assessment
- 32. There are two types of assessments. They are, Summative assessments Formative assessments Computer Aided Assessment
- 33. Summative assessments. It is final test to assess learning at the end of the course. It is excellent for giving immediate feedback, e.g. in tests designed to measure students’ progress in specific areas, either for self-assessment purposes or for the teacher, e.g. as in placement tests (Competitive exams) Computer Aided Assessment
- 34. • Formative Assessment. It is a self-reflective process that intends to promote student attainment, with the increased use of banks of question items for the construction and delivery of dynamic, on-demand assessments. Computer Aided Assessment