SPICE Level 3 - Experience with Using E-Learning to Coach the Use of Standard System Design Best Practices in Projects

2010 ◽  
pp. 213-221 ◽  
Author(s):  
R. Messnarz ◽  
O. Bachmann ◽  
D. Ekert ◽  
A. Riel
Keyword(s):  
Best Practices ◽  
System Design ◽  
Standard System ◽  
E Learning ◽  
Level 3

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

A Survey of E-Learning Implementation Best Practices in Jordanian Government Universities

2011 ◽  
Vol 8 (4) ◽  
pp. 283
Author(s):  
HAROON SALEM AL-TARAWNEH ◽  
SATTAM ALLAHAWIAH
Keyword(s):  
Best Practices ◽  
E Learning

scholarly journals Best practices in university e-learning centre

2010 ◽  
Vol 9 ◽  
pp. 21-25
Author(s):  
Anna Bittarelli ◽  
Pier Giuseppe Rossi
Keyword(s):  
Best Practices ◽  
E Learning

Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments

2012 ◽  
pp. 210-243
Author(s):  
Caroline M. Crawford ◽  
Ruth Gannon Cook
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Cultural Values ◽  
Learning Environments ◽  
Design Research ◽  
Belief Systems ◽  
E Learning ◽  
Shed Light

The contextual backdrop of the problem and goal of the study are based within the framework that the researchers wanted to be sure that the courses were unique in their appropriateness to their respective cultures; but they also wanted to see if the course adaptations provided cultural values and perspectives that were fairly consistent and appropriate across cultures and nations. The methodology is qualitative in nature, specifically focused upon development design research and narrative inquiry. The findings suggest that there were several levels of concern: learner concerns; instructional design or teaching concerns; management and organizational concerns; and, technology concerns. This study has addressed the question “what lessons could be learned from semiotic and philosophical instructional imperatives inclusion within e-learning environments?” As such, the interpretation of the findings of the study shed light on the importance of simple mediation tools, such as signs, symbols, and stories. The implications of the findings indicate that more research could shed light on how to help students feel comfortable enough to follow through and complete their e-learning courses. In viewing best practices for e-learning, students’ existent knowledge can be bridged with what they need to know by using a variety of the semiotic tools discussed in this study.

Translating E-Learning Courses

2011 ◽  
pp. 281-292
Author(s):  
Kara Tsuruta-Alvarez
Keyword(s):  
Project Management ◽  
Best Practices ◽  
Service Provider ◽  
Translation Process ◽  
E Learning ◽  
Do It Yourself ◽  
Industry Professional

More frequently, universities and corporations are faced with the challenge of having e-learning courses translated into other languages for learners in other countries or for specialized groups. However, the translation process, especially for e-learning, requires several considerations before spending those dollars. In this resource chapter, a translation industry professional, experienced with quoting translation bids, offers tips on how to prepare content for translation and what to consider with respect to translating typical e-learning components, like video, voice over, etc. The author orients you to the project management side of translation - so you know what to expect from your language service provider (LSP), when, and why - and shares best practices that help you avoid common mistakes like trying to ‘do it yourself’.

Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments

2011 ◽  
pp. 44-72
Author(s):  
Caroline M. Crawford ◽  
Ruth Gannon Cook
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Cultural Values ◽  
Learning Environments ◽  
Design Research ◽  
Belief Systems ◽  
E Learning ◽  
Shed Light

The contextual backdrop of the problem and goal of the study are based within the framework that the researchers wanted to be sure that the courses were unique in their appropriateness to their respective cultures; but they also wanted to see if the course adaptations provided cultural values and perspectives that were fairly consistent and appropriate across cultures and nations. The methodology is qualitative in nature, specifically focused upon development design research and narrative inquiry. The findings suggest that there were several levels of concern: learner concerns; instructional design or teaching concerns; management and organizational concerns; and, technology concerns. This study has addressed the question “what lessons could be learned from semiotic and philosophical instructional imperatives inclusion within e-learning environments?” As such, the interpretation of the findings of the study shed light on the importance of simple mediation tools, such as signs, symbols, and stories. The implications of the findings indicate that more research could shed light on how to help students feel comfortable enough to follow through and complete their e-learning courses. In viewing best practices for e-learning, students’ existent knowledge can be bridged with what they need to know by using a variety of the semiotic tools discussed in this study.

Integrating Culture with E-Learning Management System Design

2011 ◽  
pp. 27-43
Author(s):  
Ray Archee ◽  
Myra Gurney
Keyword(s):  
System Design ◽  
Management System ◽  
Disabled Persons ◽  
Cultural Factors ◽  
Learning Needs ◽  
Online Information ◽  
Student Body ◽  
Tertiary Institutions ◽  
E Learning ◽  
Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

Network Organisation to Improve Virtual Campus Management

2011 ◽  
pp. 2256-2274
Author(s):  
François Fulconis ◽  
Thierry Garrot
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
The State ◽  
Ministry Of Education ◽  
Virtual Campus ◽  
Academic Literature ◽  
E Learning ◽  
European Education ◽  
Campus Initiatives ◽  
Network Organisation

In the restructuring and reforming of European education, e-learning has become one of the priorities of the Ministry of Education, Higher Education and Research in France. Since 2001, e-learning virtual campuses have been promoted by the state. Within the context of Economics and Management, the CANEGE project (CAmpus Numérique en Economie-GEstion) was created. Identified as a form of network organisation, this virtual campus will be explored in this chapter in relation to its functioning and its management. Through the academic literature covering network organisation, the main purpose of this chapter is to make recommendations and establish best practices regarding the management of e-learning virtual campuses based on the CANEGE experience. This chapter explores what the authors consider to be the most relevant aspects that need to be considered in relation to the establishment and implementation of virtual campus initiatives that comprise several partners.

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