From e-Learning to Training

An educational approach to online learning

Structure
Objectives Concept of e-Learning How adults learn 3 learning approaches Learning styles and typologies of technologies Best practices in Scouting e-Learning design

Final activity voting

Activity 1 explore online training platform features (Moodle) Activity 2 structure online training module (International dimension of Scouting) Activity 3 start designing a training module

Objectives
Understand the concept of e-Learning in the context of Scouting Identify the main motivations for Adults to learn and the different approaches to learning Associate activities and resources of online training platforms with different learning approaches Acquire the basic technical knowledge on how to create an interactive training module Distinguish different moments that are part of an e-Learning implementation strategy Be aware of the importance of evaluation processes in online training tools

Concept of e-Learning
In our context we shall consider e-learning as a method for delivering training that can be undertaken remotely by an individual, at a time and in a location of their choosing

How adults learn (1)

Learning can be defined as the act, process, or experience of gaining knowledge or skills. In contrast, memory can define the capacity of storing, retrieving, and acting on that knowledge. (Marcia L. Conner)

How adults learn (2) Independent

and self- directed Informa2on directly applied

Considerable experience

Andragogy

Relevancy and problem- solving

Mo2vated from within

3 Learning approaches
Associa-ve

Construc-ve

Situa-ve

Activity

3 Learning approaches
Building concepts or competences step-by-step

Associa-ve

Construc-ve

Achieving understanding through ac2ve discovery, dialogue and collabora2on Developing prac2ce in a par2cular community

Situa-ve

Learning styles

Visual

Auditory

Kinaesthe-c

Learning styles
Visual
- Think in terms of pictures - Prefer to see things wriEen down - Use maps, graphics, charts, diagrams - Use descrip2ve language Show me - Avoid visual obstruc2ons

Auditory
- Typically learn by lectures, discussions, reading - Tell me - Remember best through hearing and saying items aloud - Need lively voice, clear speaking, asking ques2ons - Easily disturbed by noise

Kinaesthe-c
- Tac2le learners - Learn best by touching, feeling, and experiencing - Trust their feelings and emo2ons - Role-play - Need to feel comfortable in the learning environment

Learning technologies
Assignments: Enable teachers to grade and give comments on uploaded files and assignments created on and off line Chat: Allows participants to have a real-time synchronous discussion Choice: A teacher asks a question and specifies a choice of multiple responses Database: Enables participants to create, maintain and search a bank of record entries Forum: Allows participants to have asynchronous discussions Glossary: Enables participants to create and maintain a list of definitions, like a dictionary Lesson: For delivering content in flexible ways Quiz: Allows the teacher to design and set quiz tests, which may be automatically marked and feedback and/or to correct answers shown Survey: For gathering data from students to help teachers learn about their class and reflect on their own teaching Wiki: A collection of web pages that anyone can add to or edit

Learning technologies

Learning styles - technologies

Visual Narra-ve

Auditory Communica-ve

Kinaesthe2c Interac-ve

Integrated

Thank you

www.elearning.scouthub.org European Regional Office jfigueira@scout.org