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F MClive Church: CETIS FE Co-ordinator; eLearning Manager, Edexcel International N ;.In the classroom  In the Learning Centre   Anywhere $     1%  How flexible?  3&.What about the Lesson Plan ? (Scene in a Play) / 4'5(  Who is in Charge?   The Learning Factors   The Learning Factors: 1980   The Learning Factors: 2003  The Learning Spectrum   Our Edexcel Experience  9Blended Learning HND Computing and Business Applications :  The Background  lBritish Council launched Knowledge and Learning Centres (KLCs) (state of the art I.T. and communications) British Council looked for UK based course delivery partners Edexcel International looking for a project to explore online delivery& ..HND Computing and Business Applications Programme launched March 2002(?,7 7  The Ethos: Partnership  uContent Publishers Tutors Researchers eLearning Tool Developers Awarding Body Accommodation/ infrastructure providers v  The Delhi Model  Students attend 6 hours per week Content and most activities delivered online. Programme Manager creates additional activities creates assignments/ examinations tutors students IV with UK6aP aP    The Toolbox $  What Edexcel Provided  The computer based material A password protected delivery system Sample assignments and activities Sample Administration Forms A bit of experience Progression Routes to Universities  What Centres had to provide  \Students Accommodation Computer and Library Resources Tutors to support students, enhance course with new activities, assignments& . To take responsibility Assessment Quality:   eLearning: the benefits  Quicker to launch new programmes New opportunities for students who cannot attend full time. Obtain experience on eLearning tools and systems for both traditional delivery and distance learning Wider Participation and Customised Learning X4,4+  /"6What we ve learnt so far 1.  Education is not training trainers want hands-off resources education is infinitely more complex (not happy with a one size fits all solution). Teachers need to be in charge. eLearning tools are just another educational resource6vUvU  2$0#6What we ve learnt so far 2.  Collaborative tools are under utilised. Interactive learning objects should be the focus of development. Virtual Learning Environments can inhibit pedagogy. Components model is needed. Joined-up repositories for content and questions are vital. 6>>  4What we ve learnt so far 3  HNeed for interoperability standards online material to meet a teaching need can be easily and quickly found and retrieved. One piece of content (animation, test question,  word notes) can be easily be stitched together with another (like assembling a compilation on a mini-disc. content (information, tests, animations, assemblies etc.) can be moved from learning system to learning system (like CDs). Hardware components of a learning system are interchangeable (like hi-fi separates) Student Portfolios can move from system to system Functional elements of MIS and VLE systems can talk to one another. Schemes of Work can be re-used (and linked with online learning tools. 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B  ZD??0 P l  C zl?T  l H  0޽h ? @Eff؂oC  (  r  S }l?T  l   0<l`  KTeacher 2  P  C (ATEACHERp   0lP P pp f"& & for the learner 2  H  0޽h ? ̙33   B( %D  r  S l?T  l X2  0@` pX2  0p  X2  0 `p  0l P  IStaff 2    0Бl0 P  M Materials 2     00l`   RInfrastructure 2  P  C (ASTUDENT H  0޽h ? ̙33  $&(  $x $ c $l?T  l X2 $ 0@` pX2 $ 0p  X2 $ 0 `p  $ 0l P  IStaff 2   $ 08l0 P  M Materials 2    $ 00l p0  RInfrastructure 2  P  $ C (ASTUDENT @ ` 0   $ 0l ` P e!Books, Handouts, Exam questions "" "   $ 0tlP   i%Classrooms Libraries Computer Centres&& & XB $ 0D  0 XB $ 0D P @ XB $ 0DP@ XB $ 0D0 ` XB $ 0D  XB $ 0D P  H $ 0޽h ? ̙33     ,I (  ,x , c $l?T  l X2 , 0@` pX2 , 0p  X2 , 0 `p  , 0ll P  IStaff 2   , 0@l0 P  M Materials 2    , 0l p0  RInfrastructure 2  P  , C (ASTUDENT @ ` 0   , 0l ` P e!Books, Handouts, Exam questions "" "   , 0lP   i%Classrooms Libraries Computer Centres&& & XB  , 0D  0 XB  , 0D P @ XB , 0DP@ XB , 0D0 ` XB , 0D  XB , 0D P  R , s *@ R , s *P  , 0 lp  M E-content 2    , 0pli  RE-tools (VLEs) 2  H , 0޽h ? ̙33  P"(    Px P c $l?T  l  P 0l0@p eTraditional timetabled course     P 0Ll0p XDistance Learning  R P s *0` pR P s *0` pR P s *0@p^B P 6Dp   P 0l  FeLearning can offer additional content and communication opportunitiesG 2G G ^B  P 6Dp   P 0l ` GeLearning provides the bulk of content + online tutorials + assessmentsH 2H H   P 0Hl . `Blended Learning  2  ^B  P 6Dp  P 0l   HUse of online content and communications to reduce class contact time II I H P 0޽h ? ̙33 L$( w Lr L S PlCXPp  l r L S $lDX%p0u  l H L 0޽h ? ̙33  4*(  4x 4 c $?T   r 4 S @T  H 4 0޽h ? @Eff؂o  80( 3? 8x 8 c $?T   x 8 c $ @T0  H 8 0޽h ? @Eff؂o   <0( 3< <x < c $ ?T   x < c $@@T0  H < 0޽h ? @Eff؂oN     0@ ( 3< @r @ S ?T`   X @ 0` R @ s *f ` R @ s *f ` R @ s *f  @ 0   ^Online Materials 2   @ 0D"  A  jExercises, assessments, I.V. 2    @ 0&0   hProgramme Manager & Tutors 2    @ 0H,p  r$Use of Comm. Tools: email, chat etc.% 2$ % R  @ s *fp  @ 00z 4Marketing, Resources, Accommodation, Administration5 24 5   @ 04ff`  XContent Suppliers   @ B9ffd`   VPartner Colleges  dB @@ <D0 @@ dB @@ <D  dB @@ <D   ` @ c $A ??pV  X @ 0dB @ <D@` @ @ N> ??T  bSupport and Research 2  H @ 0޽h ? ̙33  @D0( 3< Dx D c $G?T   x D c $@H@T0  H D 0޽h ? @Eff؂o  PH0( 3< Hx H c $N?T   x H c $`O@T0  H H 0޽h ? @Eff؂o  `0*( w 0x 0 c $lT?T   r 0 S @U@TP  H 0 0޽h ? @Eff؂o  @( w l  C `?T   l  C Z@T0  H  0޽h ? @Eff؂oD (  L  N l ??q xE-Learning& & .It cannot replace teachers but alongside existing methods it can enhance the quality and reach of their teaching Towards a Unified eLearning Strategy, July 2003& 2 .<.  H  0޽h ? @Eff؂o  (  l  C  t?T   l  C t@T0  H  0޽h ? @Eff؂o  p`0( w `x ` c $y?TpPp@   x ` c $`z@TpPp   H ` 0޽h ? ̙33  #$( 3< ~  s *?TP @   &F P  PP  s *ff0< ,$D 0 RCollected learning resourcesff  s *TKffpv u ,$D 0 B Competencies ff  s *}ffPF P,$D 0 HRegistry/Authorityff  s *lff` 0 ,$D  0 <Course3  s *Фff P ,$D 0 FDelivery system ff   s *ܨff,* ,$D 0 =Student3   s *,Bff0 ,$D  0 >Pedagogy 3   s *ff c ,$D 0 gTests/ assessment:3 3   s *䲐ff` ^ ,$D 0 @ Activities ff   s *(ff&$,$D 0 @Dialogue  ff  s *Pff`,$D 0 DAdministrationff  s *ffXu t,$D 0 ;Tutor3" B HG\H&SI4P#,$D 0"  BHpIp F ,$D  0  BGHI0X,$D 0 B HZGڸHIڸh X,$D  0"  BHqI,Lp v ,$D 02 B BGQH.I @ ` ,$D 0 B HZGH^I@Z ` ,$D 02 B BG`H-I  ,$D  0  BG/LHƩI/L0 ,$D 02  HZGH IIf Z ,$D 0"  BHjI8& P ,$D 0" B HHeIx P,,$D 0  NGHfI v,$D 0  BG HII   ,$D 02 B HZG#HpI z,$D 0  NG4HѣI4 v,$D 0   s *Xɐff0 / ,$D 0 @ Vocabulary ff ! s *ΐffP  ,$D 0 =Libraryff" "B BH1IuP&  ,$D  0 # BG H I & P ,$D 0H  0޽h ?/@           ! " # ̙333'  &&23+$(  %F `0    gN P   P   0 ֐00 ,$D 0 RCollected learning resources  0ڐpv p ,$D 0 B Competencies   0̐PF P,$D 0 HRegistry/Authority  0\` 0 ,$D  0 <Course  0< P ,$D 0 FDelivery system    0,& ,$D 0 =Student   00 ,$D  0 >Pedagogy    0 Z ,$D 0 GTests/ assessment   0` Z ,$D 0 @ Activities    0(& ,$D 0 @Dialogue    0$`z,$D 0 DAdministration  0Xv p,$D 0 @ Instructor " B HG\H&SI4P#,$D 0"  BHpIp F ,$D  0  BGHI0X,$D 0 B HZGڸHIڸh X,$D  0"  BHqI,Lp v ,$D 02 B BGQH.I @ ` ,$D 0 B HZGH^I@Z ` ,$D 02 B BG`H-I  ,$D  0  BG/LHƩI/L0 ,$D 02  HZGH IIf Z ,$D 0"  BHjI8& P ,$D 0" B HHeIx P,,$D 0  NGHfI v,$D 0  BG HII   ,$D 02 B HZG#HpI z,$D 0  NG4HѣI4 v,$D 0   0 0 * ,$D 0 @ Vocabulary  ! 0P  ,$D 0 =Library" "B BH1IuP&  ,$D  0 # BG H I & P ,$D 0` $ 0`0~ % s *?T    & <p0  @METADATA  ' <`} @ ENTERPRISE  ( <@ .:  9QTI ) <0!F ~ FCONTENT TRACKING * <"0 O  GCONTENT PACKAGING + <(*>  JDIGITAL REPOSITORIES , <<-   KCOMPETENCY DEFINITION - 0+ P  ELEARNING DESIGN . <5v RLEARNER INFORMATION PROFILES / <T1   @METADATA  0 <8p0j >METADATA  1 <A @  @METADATA  2 <E`g  @METADATA H  0޽h ?/@           ! 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Duncan 2    - B\ 2  T repository 2   RB . s *D@ `` B / c $DPp ,$ 0B 0 s *DPP,$ 0| 1 T ?0p ` | 2 T ?0 | 3 T ?  | 4 T ?  | 5 T ?00 H  0޽h ??` ̙33P"  "!46(!( @ ~  s *ج?TpP     04pz,$D 0 @administration  0`,$D 0 Flearning resources  0T ` ,$D 0 > competencies   0`P  ,$D 0 Dregistry/authority  0` ,$D  0 8course  0h“P J ,$D 0 Idelivery system / vle  0œ@@,$D 0 H student$   0pʓ60 0,$D  0 :pedagogy   0Γ ` = ,$D 0 Ftests & assessment  0Lғ PP ,$D 0 < activities   0Փ ,$D 0 K dialogue&    0ړX@ ,$D 0 ;teacher"  HGQH{IIJ,$D 0"  BGHIpp ,$D 0  NGHI p,$D 0  0 0 ,$D 0 @ B  0D# #,$ 0B  0D#`p#,$ 0B  s *D,$ 0B  s *Dp,$ 0B  c $DCPP,$ 0B  s *D` ` ,$ 0B  s *D ,$ 0B  c $D3 @@c ,$ 0B  s *DS @@c ,$ 0B  c $Dc @@c ,$ 0B  c $DS` S,$ 0B  s *DS S,$ 0B ! c $D ` @ ,$ 0B " s *D @@ ,$ 0B # s *DPP ,$ 0B $ s *D#@#,$ 0B % c $D#@@c ,$ 0B &@ s *Dc @c ,$ 0B ' c $D ` ` @,$ 0B ( s *D@` @,$ 0B ) s *D P ,$ 0 * 0p `j ,$ 0 T repository 2    + 0H` @ 2  , 0d iOriginal diagram by C. Duncan 2    - B\ 2  T repository 2   RB . s *D@ `` B / c $DPp ,$ 0B 0 s *DPP,$ 0v 1 N 3f?` |v 2 N 3f? P v 3 N 3f?W p v 4 N 3f?P | 5 T3f? @9 |B 6 T D)?p@  H  0޽h ??` ̙33"  x"p"057!( 3 ~  s *?TpP     0(pz,$D 0 @administration  0 `,$D 0 Flearning resources  0  ` ,$D 0 > competencies   0P  ,$D 0 Dregistry/authority  0 ,$D  0 8course  0P J ,$D 0 Idelivery system / vle  0@@,$D 0 H student$   0 !60 0,$D  0 :pedagogy   04% ` = ,$D 0 Ftests & assessment  0h) PP ,$D 0 < activities   00- ,$D 0 K dialogue&    01X@ ,$D 0 ;teacher"  HGQH{IIJ,$D 0"  BGHIpp ,$D 0  NGHI p,$D 0  07 0 ,$D 0 @ B  0D# #,$ 0B  0D#`p#,$ 0B  s *D,$ 0B  s *Dp,$ 0B  c $DCPP,$ 0B  s *D` ` ,$ 0B  s *D ,$ 0B  c $D3 @@c ,$ 0B  s *DS @@c ,$ 0B  c $Dc @@c ,$ 0B  c $DS` S,$ 0B  s *DS S,$ 0B ! c $D ` @ ,$ 0B " s *D @@ ,$ 0B # s *DPP ,$ 0B $ s *D#@#,$ 0B % c $D#@@c ,$ 0B &@ s *Dc @c ,$ 0B ' c $D ` ` @,$ 0B ( s *D@` @,$ 0B ) s *D P ,$ 0 * 0Dp `j ,$ 0 T repository 2    + 0$I` @ 2  , 0K iOriginal diagram by C. Duncan 2    - BO 2  T repository 2   RB . s *D@ `` B / c $DPp ,$ 0B 0 s *DPP,$ 0| 1 T ?  v 2 N ? ` v 3 N ? ` p v 4 N ?  v 5 N ? p  v 6 N ?P v 7 N ?  H  0޽h ??` ̙33T'  '& >@,&( 3 ~  s *Z?TpP     0L\pz,$D 0 @administration  0``,$D 0 Flearning resources  0d ` ,$D 0 > competencies   0`hP  ,$D 0 Dregistry/authority  08l ,$D  0 8course  0tpP J ,$D 0 Idelivery system / vle  0t@@,$D 0 H student$   0Hx60 0,$D  0 :pedagogy   0| ` = ,$D 0 Ftests & assessment  0 PP ,$D 0 < activities   0 ,$D 0 K dialogue&    0ԇX@ ,$D 0 ;teacher"  HGQH{IIJ,$D 0"  BGHIpp ,$D 0  NGHI p,$D 0  0  0 ,$D 0 @ B  0D# #,$ 0B  0D#`p#,$ 0B  s *D,$ 0B  s *Dp,$ 0B  c $DCPP,$ 0B  s *D` ` ,$ 0B  s *D ,$ 0B  c $D3 @@c ,$ 0B  s *DS @@c ,$ 0B  c $Dc @@c ,$ 0B  c $DS` S,$ 0B  s *DS S,$ 0B ! c $D ` @ ,$ 0B " s *D @@ ,$ 0B # s *DPP ,$ 0B $ s *D#@#,$ 0B % c $D#@@c ,$ 0B &@ s *Dc @c ,$ 0B ' c $D ` ` @,$ 0B ( s *D@` @,$ 0B ) s *D P ,$ 0 * 0䚕p `j ,$ 0 T repository 2    + 0쟕` @ 2  , 0x iOriginal diagram by C. Duncan 2    - B 2  T repository 2   RB . s *D@ `` B / c $DPp ,$ 0B 0 s *DPP,$ 0| 1 T ?0p ` | 2 T ?0 | 3 T ?  | 4 T ?  | 5 T ?00 v 6 N 3f?` |v 7 N 3f? P v 8 N 3f?W p v 9 N 3f?P | : T3f? 9 v ; N ? ` v < N ? ` p v = N ?  v > N ? p  v ? N ?P v @ N ?  H  0޽h ??` ̙33   6( @ ~  s *?T   x  c $X@TP0p  H  0޽h ? ̙33  0(  l  C ?T   l  C @T0  H  0޽h ? @Eff؂o 0 wo`( !-- ^  S x   i  c $x @   This is an overview of all the aspects of a training system. If it is to serve its purpose then it should not depend on the medium of delivery of training. This should apply just as well to classroom-based training as to web-based. 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