REN nyhetsbrev nr. 21, 2004 - Site Display Name
Menu


Search query:  

REN nyhetsbrev nr. 21, 2004

2. november 2004
Innhold:
1: Medlemsmøte 10. november 2004
2: Refleksjoner etter årets studietur
3: E-læring og e-evaluering (e-assessment) sentralt i fremtidens skole og utdanning i Storbritannia
4: Ny SRIC-BI rapport: Maximizing Use and value of CRM Through eLearning.
5: Status of “m” (Mobile)-Learning in Europe – Seminar at U. of Tokyo
6: Nytt og nyttig
7: På kalenderen
1: Medlemsmøte 10. november 2004, leverandørpresentasjoner og minimesse

Neste medlemsmøte avholdes som tidligere annonsert 10. november 2004 hos Telenor på Fornebu. Møtet holdes i Telenor Expo med start kl. 08:30 (registrering og kaffe fra 08.00) og avsluttes kl. 17.00.

Dette møtet blir i helhet en presentasjon av leverandører. Vi har sendt ut invitasjon til alle leverandører innen e-læring i Norge, og det er 17 leverandører som har takket ja til å komme å presentere seg og sine produkter, både fra talerstolen og med egen stand på en minimesse. Det vil bli korte presentasjoner av 15 minutters varighet og plass nok til nettverking og mulighet for bredere presentasjoner på den enkelte leverandørs stand.

Påmelding til Veslemøy Barnes innen mandag 8. november 2004 på veslemoy.barnes@invanor.no

Foreløpig agenda ser slik ut:

08:30 – 08:45 Åpning
08:45 – 09:00  MEZZIN AS Forfatterverktøy
09:00 - 09:15 MOHIVE  Forfatterverktøy
09:15 - 09:30 MINTRA  Forfatterverktøy
09:30 - 09:45 Pause 
09:45 - 10:00 KEY2KNOW  Forfatterverktøy
10:00 - 10:15 SABA Portaler
10:15 - 10:30 EDVANTAGEGROUP  Portaler
10:30 - 10:45 Pause
10:45 - 11:00 DIDAC Portaler
11:00 - 11:15 FRONTER Portaler
11:15 - 11:30 ENLIGHT Test og sertifiseringsløsninger
11:30 - 12:30 Lunsj
12:30 - 12:45 AKTIV E-LÆRING Utdanning (kurs, skoler etc.)
12:45 - 13:00 GLASSPAPER  Utdanning (kurs, skoler etc.)
13:00 - 13:15 GLASSPAPER  Utdanning (kurs, skoler etc.)
13:15 - 13:30 Pause
13:30 - 13:45 DATAPOWER  Utdanning (kurs, skoler etc.)
13:45 - 14:00 EMPIRIKA Rådgivning
14:00 - 14:15 DATAKORTET Kompetansemåling
14:15 - 14:30 Pause
14:30 - 14:45 MEDIA FARM Skreddersøm
14:45 - 15:00 HYPERLINKTO Skreddersøm
15:00 - 15:15 BOXER Skreddersøm
15:15 - 15:30 Pause
15:30 - 15:45 MINTRA Skreddersøm
15:45 - 16:00 DATAPOWER Skreddersøm
16:00 - 16:15 DIDAC Skreddersøm
16:15 - 16:30 GLASSPAPER Skreddersøm
16:30 - 16:45 Avslutning


 
2: Refleksjoner etter årets studietur


Presentasjoner fra studieturen finner du på våre medlemssider.

I’m writing this column basking in the reflections of the three-day REN study tour in Boston. I want to offer my thanks to all those participants, whose kindness was manifest throughout (talking English when I was around, for instance).  I’m going to use this newsletter to bring up some issues surrounding the content that was covered, but selectively, not comprehensively nor sequentially.
It was quite an interesting tour.  We heard a vibrant opening speech by Jonathon Levy (http://www.jonathonlevy.com/) about where he thinks learning is headed, which included a conceptualization very much like workflow learning, characterizing the future as a situation where there is a “skills gap all the time”.  His article for CLO (http://www.clomedia.com/content/templates/clo_feature.asp?articleid=548&zoneid=30) represents well the viewpoints expressed. One of his claims is that ‘context is king’, which resonates with the way I’ve been thinking (e.g. for mobile learning, and you can see our presentations from the mobile learning workshop at http://www.academiccolab.org/1010/). His talk did a very good job of setting the stage for our subsequent visits to Harvard Business School Publishing and to IBM.
James Sharpe at IBM talked about a model to actually implement the vision of workflow learning that Jonathon had suggested.  He starts by breaking content into categories of Knowledge, Skill, or Affective (read: beliefs), a model similar to some other attempts to simplify taxonomies of learning.  James demonstrated using Business Process Modeling Notation (http://www.bpmn.org/), you model your business processes.  Once you’ve done that, you attach the appropriate learning object(s) to each business process.  Interesting, another type of object is a collaboration object, where you are pointed to an appropriate person instead of content.  He apparently presented this model at Training Fall’s Workflow Learning Symposium; hopefully, by the time you read this it will be available at the Workflow Institute (http://www.workflowinstitute.com/), as his diagrams help bring some concreteness to the concept of workflow learning.
Unmentioned, but implicit, is that you’ll be able to attach somewhat generic content to business processes before you use them to model your business, and as you configure your process you configure your learning (it may be that the content recognizes how the process is connected and configures itself accordingly). He also presented the award-winning (http://www.brandonhall.com/public/awards2004/) adaptive learning system, where you tell the system how much time you have, what you’re looking for, why, and some other things and it configures learning for you.  Adaptive systems that use models to drive appropriate content are a component of how we will drive more useful ubiquitous learning (playing upon the idea of ubiquitous computing).
At Harvard Business School Publishing (http://www.hbsp.com/), Germaine Choe talked about their online activities.  Interestingly, they’d started with a content online model that had a ‘course’ flavor. She told us how, over time, it had moved to a performance support model (which Jonathon Levy had characterized as moving to chunking in 10 minute packages, and how that had moved them from losing $3M/year to making $3M/year).  Their ManageMentor Plus system delivers this vision, and is one of a couple of initiatives they have put in place along these lines.
The Sloan School of Management (http://mitsloan.mit.edu/) also was open about their lessons learned.  Toby Woll emphasized that in their custom-created courses for major companies, it was critical to have a deliverable, a project, that the faculty would review to make them participate.  Also, in both of her examples, she indicated how they ended up using the very lowest technological implementations, such as email.  The reason being in one case that they were serving companies with field operations in the wilderness and little likelihood for connection.  In the other, based upon research by the MIT Media Lab (http://www.media.mit.edu/) where they found that audio quality was far more important than video quality, they used videotaped lectures and PowerPoint’s! In both cases
From the Harvard Medical School (http://www.med.harvard.edu/) Office of Education Resources, we heard from Richard Gillis how they automatically indexed lecture audio and allowed searching, demonstrating how the search term of “carpal tunnel” picked up points in several lectures, and the most relevant one was automatically indicated.  I forgot to ask how that was done, but it was very impressive!
Also at Harvard Medical School, Michael Parker demonstrated his interactive diagrams (http://mycourses.med.harvard.edu/rescourses/hse/main/index.html).  While a well-understood approach, his were quite impressive in linking several representations together and allowing one to manipulate them.  He talked about underlying principles like ‘cognitive load theory’ (http://tip.psychology.org/sweller.html, and see http://education.arts.unsw.edu.au/CLT_NET_Aug_97.HTML), ‘dual coding’ theory (http://tip.psychology.org/paivio.html), and ‘cognitive flexibility’ theory (http://tip.psychology.org/spiro.html). 
I was pleased to see him mention Spiro’s model, as I’d brought it up in my talk on games (as in a previous newsletter). I highly recommend multiple representations in learning.  While we’re on the topic, I’ll also mention ‘cognitive apprenticeship’ (http://www.21learn.org/arch/articles/brown_seely.html), one of the few theories not found in the Theory Into Practice database (http://tip.psychology.org/; created, if memory serves, by Greg Kearsley and students). I think many different approaches to learning are converging, and I think where they’ll end up is where Cognitive Apprenticeship is.
Lisa Neal of elearn Magazine (http://www.elearnmag.org/) talked about a project she’d done that was designed to excite children about history, Plimoth Plantation (http://www.plimoth.org/learn/).  It’s an award-winning project, and she talked through the goals and issues in design that they faced in meeting them.  It was a great setup for my talk about creating engaging learning.  She pointed to an article (http://www.archimuse.com/mw2004/papers/neal/neal.html) which suggests that there’s little guidance available about how to do this.  (I, of course, mentioned my forthcoming book on the topic…)
A resonant theme with the presentations and the participants was the constant pressure to improve, and consequently the need to become learning organizations, which leads me to mention Barry Sugarman from the Society of Organizational Learning. I think this paper (http://www.lesley.edu/journals/jppp/2/sugarman.html), while long, is a bit more comprehensive than he was able to deliver in his presentation.
Great ideas, great people, a very worthwhile tour.


3: E-læring og e-evaluering (e-assessment) sentralt i fremtidens skole og utdanning i Storbritannia

Reform av skole, utdanning og kvalifikasjoner for aldersgruppen 14-19 år er et hett tema i Storbritannia om dagen. Den 18. oktober ble den såkalte Tomlinson-rapporten publisert til offentligheten og lagt frem for Utdanningsdepartementet. Den største og mest omtalte nyheten er at dagens kvalifikasjoner (GCSE og A-level) blir anbefalt skiftet ut med et nytt system (Diplomas). Rapporten omhandler likevel mye annet, og det er spesielt verd å merke seg at e-læring og e-evaluering står sentralt i anbefalingene for fremtidens skole- og utdanningssystem. Det er ikke her snakk om utvidet bruk av enkle "multiple choice"-tester, men bruk av både multimedia og interaktivitet. Intensjonen er å gjøre skoleungdom bedre tilpasset til videre utdanning eller arbeidsliv. For mer informasjon se følgende linker: http://www.publictechnology.net/print.php?sid=1926 og http://www.14-19reform.gov.uk/.


4: Ny SRIC-BI rapport: Maximizing Use and value of CRM Through eLearning

SRI-BI har i sin tredje kvartalsrapport for 2004 satt søkelyset på kundeopplæring, og spesielt ved bruk av CRM systemer.

Having good customer intelligence and processes can enable organizations to understand customers current and future needs and help serve these needs better. The result can be improved customer experience, higher customer value, and stronger customer loyalty. This customer perspective is an important dimension of the Balanced Scorecard (BSC) framework that has gained significant adaption across the globe as the “new management system” that many organizations use in their business planning and strategy-execution management. In this BSC context, customer-relationship management (CRM) can yield new customer insight that can accelerate learning and growth (for individuals, group and the organization as a whole) and can help catalyze new and more effective processes that meet customer needs better. Together, the result of these linkages and impacts can be a significant and positive impact on organizations financial performance

CRM systems, therefore, can potentially bring great value to an organization, which explains why the number of implementations keep growing despite many customers reporting poor result or even total failure of their CRM implementations. Many of these problems are partly related to poorly designed or executed learning and training for the users of these systems. This bulletin discusses a number of issues related to these problems and steps that companies should take to resolve them.

Hele rapporten finner du på våre medlemssider.

 

5: Status of “m” (Mobile)-Learning in Europe – Seminar at U. of Tokyo

Benesse Corporation, a general e-learning-based solution provider (www.benesse.co.jp/english/index.html), held an open seminar at Interfaculty Initiative in Information Studies, Graduate School of Interdisciplinary Information Studies, University of Tokyo on a topic “Status of m-Learning in Europe.”  The program was based on their report made in United Kingdom and Finland, which included some analyses on use of mobile digital devices such as the PDA, tablet-PC or cellular phones in educational scenes.
 
Benesse Corp has been working closely with University of Tokyo by providing the systems for the institute’s e-learning-based add-on programs.
 
Mr. Kazuyuki MAGAWA, lecturer of the seminar and one of the members delegated to Europe, first reported on one educational system methodology involving various new digital technologies in UK, called “NESTA futurelab.”  The system comprises with an online drawing tool “Moovl” and the virtual machine “Savannah” that allows the learner to experience the materials virtually as if he or she were exploring through them.
 
Moovl is mainly targeting at lower grade students at elementary schools. (See also http://www.nestafuturelab.org/showcase/moovl/moovl.pdf.) Using a tablet personal computer and an interactive whiteboard, children can enjoy animating the characters and pictures they draw with some basic movements enabled by the Moovl.  Thereby, children can express the mechanisms of scientific events automatically. For example, to show how the precipitation occurs, the child first draws a flock of cloud on the tablet which will be treated by the Moovl allowing the children to vary the temperature and density, so that the drawn cloud can condense to generate water droplets based on the temperature changes.  After created this kind of animations, these will come up on the whiteboard so that many other children can browse to see the animation as well.
 
With Savannah, on the other hand, the 7th grader students can enjoy studying how to survive in a virtual climatic condition like savanna.  Savannah is characterized by semi-arid situations near true deserts around 30 degree parallels north and south, where a lot of hungry wild animals are there.  Under this virtual circumstance, those 7th graders have a role to feed their children and save their territories.  By this virtual game tool, the student studies biogeography, animal and plant distributions, and the ecosystems.  Not just a virtual on a screen, the student will bring a GPS-terminal equipped PDA with her, and goes outside the classroom.  Then, she receives related information and characteristics relevant to savanna climate during the virtual tour with the help of multimedia.
 
“I rather use PDA than a PC, because PC is expensive…,” replied one of the students when Mr. Magawa interviewed.  Unlike in Japan, he had not found any students particularly using the Internet-enabled mobile phones (browser phones) during his visit to this school in UK.  “Students here (at a UK school) seem to be well enjoying their learning activities with multimedia-enabled materials with an extensive use of various digital devices.  If we were to adopt some cases in Japan similar to this example in UK school, we would first need to analyze the possible outcomes clearly and to thoroughly discuss with institutes how to evaluate the effectiveness of the systems beforehand.”
 
Ms Mai Nakano, another delegate from Benesse Corp., reported on LSDA (Learning Skills Development Agency http://www.lsda.org.uk/) project managed by UK government, which is the browser-phone-based, younger-generation destined educational program.
 
Because the majority of the younger age groups subscribe to mobile phone services with Internet capabilities nowadays, the government looked into this mobile learning platform seriously.
 
UK has recently been highly concerned with younger age groups’ apathy in education, and has been suffering from dropping out teenagers from their mandatory educations that are sometimes causing communication difficulties among the EU nations today.  Thus, the UK government has focused on this browser phone capabilities in an effort to gaining the teenagers interest somehow in educations utilizing the browser phone and PDA as the common platforms to communicate with them.  Thereafter, the government has been designing a new arena where the students want to remain a part of it, where the mentors are ready to support whenever necessary, and where the educators can find a common environment to distribute useful materials that help the students train language, algebra, and other skills by themselves.
 
According to Nakano, the government is currently evaluating the actual effects of this browser-phone platform initiative.  But by now, they have been reportedly satisfied with its implementation.
 
 
News source: Mainichi Interactive October 15, 2004 (http://www.mainichi-msn.co.jp/shakai/edu/elearningschool/topics/news/20041015org00m040064000c.html)
 
 
 
6: Nytt og nyttig

Textbook-translation Business for e-Learning – LogoVista & ExecuTrain
 
LogoVista Corporation (http://www.logovista.co.jp/english/index.html), a developer of digital translation software, partnered with a globally active e-learning platform service provider in U.S., ExecuTrain (http://www.executrain.com/) and has started offering Japanese version of ExecuTrain’s courses under a title “ITEL Virtual Campus.”
 
ExecuTrain basically deals with more than 2,000 e-learning-based training courses in the information technology field including the courses for computer-programming, database development, network-administration, and so on.  LogoVista will first translate ExecuTrain’s courses into Japanese language using an original translation-engine making the contents ready for the Japanese-speaking e-learners.  The Japanese e-learners will be required to download the translation-engine in order to proceed with this e-learning activity.
 
LogoVista is selling this service on monthly fee basis which costs the user JPY3,150 (NOK220).  And the company aims to achieve 50,000 subscribers by this fiscal year-end.
 
News Source: LogoVista http://www.logovista.co.jp/
 
Standardizing the E-Learning-based Contents as Regular Textbooks

Obunsha Digital Institute, Co., Ltd. (http://www2.kidswave.co.jp/odi.woa) and Obunsha Alps System Integration Co., Ltd. (ALSI) (http://www.alsi-usa.com/) jointly opened a portal site “CHIeru.net Portal System” (http://www.chieru.net/chieru/web/index.html) from which university students can download e-learning-based materials that are also used for regular coursework.  The aim of this business is to raise the rate of student achievements in the e-learning-based educations that are currently notoriously low in Japan.  To make this possible, these businesses promote their learning materials to universities and other institutes as the required textbooks or reference materials.
 
CHIeru.net allows the e-learner to administer test results and own histories of studying activities within the site, which is expected to positively influence on student’s completion level of the coursework.
 
Additionally, CHIeru.net will construct learning materials by collaborating university professors, which will allow them to design the contents rather specific to the associated coursework and to lower the costs to make the contents.
 
Current materials the CHIeru.net is dealing with include several different versions of language training reference books designed for TOEFL, TOEIC, GMAT, GRE, and so on.
 
News source: CHIeru.net (http://www.chieru.net/)
 
Oracle banker siste bud i bordet

Oracle har økt sitt bud på Peoplesoft fra 21 til 24 dollar per aksje. Samtidig går det frem at dette er det beste og siste budet fra Oracle. Det nye budet står frem til 19. november og er absolutt siste bud - et bud som kan ende den 17 måneder lange oppkjøpssagaen som for litt siden førte til at toppsjefen i Peoplesoft, Craig Conway, fikk sparken.
http://www.computerworld.no/index.cfm/fuseaction/artikkel/id/46350


7: På kalenderen

”ONLINE EDUCA BERLIN”, 1 - 3 DESEMBER 2004
10th International Conference on Technology and Supported
Learning & Training.   http://www.online-educa.com/

”NETTLÆRING BRYTER GRENSER”, 15. OG 16. NOVEMBER 2004
http://www.nade-nff.no/

For mer informasjon ta kontakt med:
  
Veslemøy Barnes
Prosjektkoordinator
Research and Educational Network (REN)
Innovation Norway
20 California Street 6th Floor
San Francisco, CA 94111-4833
Tel: +1 415 364 2218
Cell: +1 415 420 6011
Fax: +1 415 986 7875
E-mail: veslemoy.barnes@invanor.no
www.invanor.no/ren