The e-Tutor in Learning 2.0 Scenarios

2010 ◽  
pp. 145-168
Author(s):  
Mario Rotta
Keyword(s):  
Social Networking ◽  
Human Resource ◽  
E Learning ◽  
Learning Scenarios

With this contribution, we briefly explain how both the e-Tutor role and competencies have changed since the beginning of the debate about this essential e-Learning human resource. Until now, what set of professional functions were requested to be a good e-Tutor? What training policies must be identified to give an answer to the needs of e-Tutors for them to be able to interact effectively in e-Learning scenarios oriented to sharing knowledge and social networking?

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

scholarly journals Edmodo Educational Network: Review of some scientific literature: شبكة Edmodo التعليمية: مراجعة لبعض الأدبيات العلمية

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Afnan bint Abdulrahman Al - Ayed ◽  
Hessa bint Mohammed Al Shaya
Keyword(s):  
Social Networking ◽  
Applied Research ◽  
Scientific Literature ◽  
First Century ◽  
Educational Practices ◽  
Digital Learning ◽  
Educational Tools ◽  
Detailed Review ◽  
E Learning ◽  
Learning Platforms

Social networking and digital learning platforms are one of the most important educational tools in the digital age. In this regard, the present study aimed at introducing the importance of one of the most famous e-learning platforms and providing a detailed review of the most important applications and experiences of using Edmodo in teaching courses. The latest and most important studies have been monitored and reviewed using the Systematic Qualitative Review. , And the study and the results of the information collected by the results of research and studies can benefit educators and interested in raising their educational practices to keep up with the challenges of the age and to prepare the learner of the twenty-first century, where studies proved the effectiveness of Edmodo in education in support of many skills and therefore recommended to encourage Arab educators to adopt Using Edmodo and conducting further applied research on their educational practices in the Arab environment.

scholarly journals The Usefulness of Video Learning Analytics in Small Scale E-Learning Scenarios

2021 ◽  
Vol 11 (21) ◽  
pp. 10366
Author(s):  
César Córcoles ◽  
Germán Cobo ◽  
Ana-Elena Guerrero-Roldán
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Large Scale ◽  
Real Data ◽  
Small Scale ◽  
E Learning ◽  
Learning Scenarios ◽  
Real Scenario ◽  
Teaching Learning ◽  
Learning Data

A variety of tools are available to collect, process and analyse learning data obtained from the clickstream generated by students watching learning resources in video format. There is also some literature on the uses of such data in order to better understand and improve the teaching-learning process. Most of the literature focuses on large scale learning scenarios, such as MOOCs, where videos are watched hundreds or thousands of times. We have developed a solution to collect clickstream analytics data applicable to smaller scenarios, much more common in primary, secondary and higher education, where videos are watched tens or hundreds of times, and to analyse whether the solution is useful to teachers to improve the learning process. We have deployed it in a real scenario and collected real data. Furthermore, we have processed and presented the data visually to teachers for those scenarios and have collected and analysed their perception of their usefulness. We conclude that the collected data are perceived as useful by teachers to improve the teaching and learning process.

Individual and Socio-Cultural Framing of E-Learning

2014 ◽  
pp. 1-20
Author(s):  
Bernhard Ertl ◽  
Kathrin Helling
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cultural Perspective ◽  
Cultural Contexts ◽  
Design And Implementation ◽  
E Learning ◽  
Learning Scenarios ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.

Social Networking Mapping Software

2005 ◽  
pp. 68-85 ◽  
Author(s):  
Mousumi Bhattacharya ◽  
Christopher Huntley
Keyword(s):  
Social Network ◽  
Resource Management ◽  
Human Resource Management ◽  
Social Networking ◽  
Human Resource ◽  
Mapping Software ◽  
Recent Developments ◽  
Network Mapping ◽  
Mapping Information

Recent developments in social network mapping software have opened up new opportunities for human resource management (HRM). In this chapter we discuss how social network mapping information may provide critical inputs to managers for increasing the effectiveness of their HRM programs.

Infallibility of Innovative Artefacts

2010 ◽  
pp. 86-106
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Learning ◽  
Technological Innovation ◽  
Learning Objects ◽  
Cultural Impacts ◽  
Cultural Paradigm ◽  
E Learning ◽  
Learning Scenarios ◽  
Learning Research ◽  
Similarities And Differences ◽  
And Training

This chapter discusses the cultural paradigm of ‘innovative artefacts’ in the workplace. This cultural paradigm is one of two proposed paradigms that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. Technological innovation and business process change dominate workplace transformations. At the same time, any discussion on the socio-cultural impacts of workplace e-learning must also take into account that workplace e-learning is arguably both a technological innovation and as well as a business administration process, all of which affect adult learning in the workplace. Critical theory problematizes these relations between technology and technological progress as well as workplace e-learning. The ‘presumption of neutrality’ is highlighted as it influences the shaping of workplace e-learning and its dubious, shifting, and reversible impacts on the workforce. A focused discourse analysis of the connotations and assumptions that have further shaped e-learning for the workplace over the past decade illustrate workplace e-learning’s changing emphases over the years, from administrational to associational to artefactual, today. The technological artefacts of workplace elearning now deserve closer scrutiny. The similarities and differences between ‘online learning and simulations’, ‘learning objects’, and ‘learning management systems’ are highlighted as each of these technological artefacts, more often than not, is taken as equivalent to and a substitute for learning. The ‘presumption of neutrality’ now also comes to fruition in the ‘infallibility paradox’ for workplace e-learning. For workplace e-learning, adherence to the belief in the infallibility of innovative artefacts leads to two workplace e-learning scenarios: (a) instrumental instruction (see Chapter 7); and, (b) rational training (see Chapter 8).

Redressing Socio-Cultural Insensitivity

2010 ◽  
pp. 66-85
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Social Theory ◽  
Cultural Sensitivity ◽  
Common Ground ◽  
Global Workforce ◽  
Diverse Field ◽  
Culturally Based ◽  
E Learning ◽  
Learning Scenarios ◽  
Learning Research

This chapter concerns many of the challenges facing socio-cultural researchers of workplace e-learning when attempting a social critique of workplace elearning. These obstacles include finding a common ground to begin a socio-culturally based research and study of workplace e-learning as well as using an approach that authentically balances ‘distance’ and ‘education’ so that distance education does not become a ‘distant education’. The overwhelming emphasis on the technological artefacts of workplace e-learning are not having the expected impacts on workplace adult education and training to the degree so profoundly anticipated by so many. The research and study of workplace e-learning as a socio-culturally negotiated ‘idea’ may be one such way. To do this, notions of social theory, taxonomy, and the researcher, as they relate to the field of adult education, and for a global workforce of adult learners, now become necessary. The complexity of approaching the diverse field of adult education with respect to social theory is explained, as are some of the challenges of applying the socio-cultural sensitivity taxonomy by using adult education as a backdrop for understanding workplace e-learning. ‘Socio-cultural Sensitivity Taxonomy for Workplace E-learning’ is presented and comprises four basic elements: (a) a context (social change) and an impetus (social responsibility) for a socio-culturally based research and study of workplace e-learning; (b) two outcomes (normalization and universalization) of technological artefactual approaches to workplace e-learning research and study; (c) two dominant cultural paradigms (commodified knowledges and innovative artefact) shaping workplace e-learning historicity in organizations; and, (d) four workplace e-learning scenarios (instrumental instruction, rational training, dehumanizing ideologies, and social integration), that all present socio-cultural impacts for the workforce from socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Figure 1 and Figure 2, originally from the Preface, are re-presented here, more formally.

Sign in / Sign up

Export Citation Format

Share Document