Tag Archives: e-learning

e-Learning Ecosystems

e-Learning Ecosystems

By Mark Sivy

There’s growing awareness of the need for e-Learning Ecosystems that are designed to be adaptable to specific learning environment requirements and contexts. This parallels the increasing dissatisfaction with the classic learning management system (LMS) that tries to be the Swiss army knife of online education. Instead of attempting to use a LMS as a one-size-fits-all tool to develop and facilitate online teaching and learning, a growing trend is to adopt an e-Learning Ecosystem (eLE) strategy that offers the needed flexibility to address divergent educational requirements, differing instructor preferences, and the need for adaptive and personalized learning approaches. The bottom line is that educators and innovators in educational community are calling for well-developed eLEes that provide the learning resources and facilitate the educational experiences that instructors and learners desire.

e-Learning EcosystemLearning Management Systems Out?

Many traditional LMSes have become increasingly complex and bloated, and are less able to conveniently or easily be adapted to the specific needs of various fields of study, courses, administrators, educators, and students. To take advantage of what these LMSes do offer requires costly support, time consuming training, and the expectation of fitting education to a standard formulaic package. Many individuals are not willing to undertake or accept these caveats. This is not to say that the LMS is not useful as a means of course management, providing beneficial services such as class student lists, grade book functionality, certain means of communication, and file access.

e-Learning Ecosystems In

An eLE is a suite of e-learning tools that range in purpose from design and development to learning delivery and ecosystem evaluation. What a properly planned and vetted eLE can do is merge desirable LMS abilities (if an LMS is even used) with those of other specialty tools to create a collection of options that not only meet current needs, but is also adaptable to future desires and additions.

So how does one accomplish such an undertaking? From the conceptual onset, it should be realized that an eLE involves more than technical mechanics and innovative learning technologies. It requires a philosophical approach, a collective acceptance, and cooperative development. The project must have a soul.

SoulFirst and foremost, an eLE must involve stakeholders, including learners, instructors, managers, vendors, administrators, IT staff, and support staff. It’s important that this continues throughout the process, from the commencement through maintenance and updates. It’s then highly recommended that agile project management be used since it maintains an iterative process that is flexible and has a focus on groups of individuals working simultaneously and interactively. This contemporary approach is based upon the revolutionary, highly praised, and successful Agile Manifesto that was introduced in 2001 as a means of software engineering and development.

In Comes the Pareto Principle

Pareto PrincipleOnce the project stakeholders have been identified, the plan developed, and a budget target set, the next crucial step is the identification of the specific tools that will be active components of the eLE. At this point one might want to reflect upon the Pareto Principle (also known as the 80-20 rule) and consider its relevance to the eLE and the educational process. What this principle implies it that it may be found that the majority of learning will likely result from a few of the core tools that comprise the eLE. In other words, escalating expense and resource consumption will probably result as more specialized and niche tools are added to the eLE.

Reflection Point – ““Doing less is not being lazy. Don’t give in to a culture that values personal sacrifice over personal productivity.” ~Tim Ferris

Online Learning Part 6

Online Learning Part 6 – Series Final Thoughts

by Mark Sivy

online learningIn this age of global opportunities due to increased connectivity, greater mobility, and seemingly endless web-based possibilities, intellectual capacity is now being recognized as a nation’s greatest resource. In response, governments and educational institutions should now be seeking to leverage forward thinking strategies and innovative technologies to develop and capitalize on the human resource. Whether changes are being made in public schools, higher education, talent development, or training, the educational processes should be interactive, engaging, and reflective of present and future social and technological trends. A cornerstone of this movement is online education.

At the Core

As a foundation to online education offerings and support, it should be recognized that creating instructional materials is both an art and a science.  As appropriate, design and development staff should incorporate K-12 learning theory (pedagogy) and adult learning theory (andragogy) in the creation of educational content. Additional considerations include:

  • needs analyses
  • stakeholder involvement
  • instructional design – the mechanical / technical aspects of online content creation
  • instructional systems development – the strategic merging of instructional design with learning theory and situational analyses
  • other learning theories such as constructivism, connectivism, and social constructivism
  • web-based learning environment implementation and administration
  • additional web-based learning tools
  • course authoring tools
  • multiple language availability
  • accessibility
  • communication planning
  • media creation
  • project management
  • teaching and learning support

teacher-407360_1280A Broader Sense

Given the current global trends in education, this matter should not a question of whether or not to accept online learning as part of the educational process, but rather how online learning will be incorporated into the local and regional educational culture. For those educational institutions, regions, and countries that want their citizens and country to remain competitive in a global market and economy, online learning should become an integral part of the teaching and learning process.

Reflection Point – “Wherever I see people doing something the way it’s always been done, the way it’s ‘supposed’ to be done, following the same old trends, well, that’s just a big red flag to me to go look somewhere else.” ~Mark Cuban

Online Learning Part 5

Online Learning Part 5 – Tools

by Mark Sivy

According to the Center for Learning and Performance Technologies, there are currently over 2000 digital technology tools and applications which can be used for education, with most of them being relatively easy to use and free or low cost. Mixing these up as you’re developing different online learning or e-learning lessons and activities or mobile learning chunks can make your instructional design and course more exciting and engaging. Most of these tools can be included in the following categories:

  • calendar Personal Productivity – includes calendars, concept mapping applications, computer utilities, organizers, and accessibility tools.
  • Web Browsers and Related Tools – allow for accessing, subscribing to, searching, aggregating, and reading web content.
  • Web Information – offer the ability to create, post, and read information using websites, wikis, and blogs.
  • Communication Tools – permit both synchronous and asynchronous options such as email, instant messaging, texting, and discussion forums.
  • Documents – these provide for offline creation and presentation of information such as documents, spreadsheets, web designand presentations
  • Public Information – present many forms of information access including but not limited to frequently asked questions (FAQs), tutorials, podcasts, and open courseware.
  • Course Management Systems – enable the creation and delivery of course content as well as interactive participation, social exchange, collaboration, tracking, communication, and grading.
  • Instructional Design and Development – support course content authoring and learning assessment
  • Audio, Video, Images, and Graphics – allow for the creation, review, editing, and presentation of a variety of multi-sensory presentation
  • web browserVirtual Environments – facilitate the interaction of individuals with environments and other individuals through the use of avatars within three dimensional surroundings.
  • Web Conferencing and Web Meetings – allow individuals to meet synchronously using voice, voice and video, whiteboards, and screen sharing.
  • Social Networks – permit the creation of various online communities, and allow for the formation of personal and professional networks.
  • Collaboration and Sharing – provide for common digital work spaces for groups or teams to collectively create, share, and modify content.

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ~ William Arthur Ward

Online Learning Part 4

Online Learning Part 4 – Types and Extent of Online Learning

by Mark Sivy

Online learning exists in different forms and they vary based upon the intended outcomes, level of interactivity, number or users, and the forms of communication which are used. Four general types are:

  • Static Information (usually low level of interactivity, single user, reading)

This can provide intentional learning as in the case of online frequently-asked-questions or other knowledge bases which were purposefully created to provide some form of education for targeted learners. This information could be for a specific subject, process, task, or product. Other online information such as blogs, wikis, and websites can provide unintentional learning in the sense that they are not provided for a specific audience, but rather have been posted for public access and can be found through searches or “web-surfing”. These usually require low levels of interactivity and engagement other than reading.

Static Information

Example of static information – from Clayton Christensen Institute.

  • Web-based Support (usually moderate level of interactivity, multiple users, text-based communication exchanges)

Learning occurs through the use of forums, chat rooms, discussion boards, text-messaging, e-mail, or live instant-messaging. This form of learning often involves a knowledgeable person who responds to learning by answering specific questions or providing needed information.

  • Synchronous (usually moderate to high level of interactivity, multiple users, various forms of sensory input)
Adobe Connect

Adobe Connect

This occurs in real-time with a live instructor presenting information or with a facilitator guiding learning activities and processes. It can be similar to a traditional class meeting, but the meeting is via the Internet using a specialized meeting technology rather than within a physical space. Everyone logs into the common application or system at a specified time and for a given length of time. An event can happen once or meetings can occur on a regular basis for as many times as is required. Communication typically involves text, voice, and sometime video.

  • Asynchronous (usually moderate to high level of interactivity, single to multiple users, various forms of sensory input)

This is the most commonly used category for web-based learning which is occurring in association with a given course or class. It involves self-paced learning which means the learner accesses learning materials, resources, activities, etc. at a time which fits their schedule and location. The usual pacing limits or guidelines are based upon course syllabi and daily, weekly, or term-based timelines. Often asynchronous learning happens through a well-designed website or learning management system which has been developed by an instructor or team of instructors. Even though learning can this type of learning can occur individually, it usually involves a combination of individual and group efforts.

For more on synchronous and asynchronous online learning, read EDUCAUSE and eLearners.com articles.

Reflection Point 1 – I hear and I forget, I see and I remember, I do and I understand. ~ Confucius

Extent of Online Learning

Online learning can also be described based upon the degree to which the learning occurs online:

  • fully online learningFully online – the instruction and learning occurs almost completely in the online environment.
  • Hybrid / Blended – there is a blend between substantial learning occurring both online and face-to-face.
  • Supplemental – the majority of learning occurs in the physical classroom with ancillary materials and resources available online.

Reflection Point 2 – Good teaching is good teaching, no matter how it’s done. ~ Anonymous


Online Learning Part 1

Online Learning Part 1 – Internet Trends

by Mark Sivy

The use of the Internet for purposes of communication, information, and online learning has experienced rapid growth during the past two decades. The 2013 Pew Internet Use Survey results show that over 86% of all adults (18+ years of age) in the United States are connected to the Internet, whereas in 1995 it was 14%. The Miniwatts Marketing Group maintains global Internet usage statistics, which indicated in June 2012 that over 34% of the global population were connected to the Internet and that this indicated a 566% increase since 2000.

online learning global internet useonline learning regional internet use

The point made by this Internet usage information is that the path is for the broad use of the Internet as an education conduit for online learning is widening. In a 2012 global Internet user survey by the Internet Society, 98% of the participants agreed that the Internet is essential for access to education and knowledge.

Evidence indicates that the use of the Internet for online learning is steadily increasing and has seen the fastest growth in higher education. An August 2011 Pew Research Center survey, The Digital Revolution and Higher Education, found that 77% of colleges and 89% of four-year universities of offer online courses. Also reflecting this growth in online courses is a Sloan Consortium /Babson Survey Research Group report, Grade Change: Tracking Online Education in the United States, 2013, which found that over 7.1 million higher education students (33.5%) took at least one online course in the Fall 2013 term. In terms of fully online higher education institutions, the Online Education Database organization currently contains reviews of over 1847 higher education schools in the US that offer online courses.

In the K-12 setting, there has also been a rapid increase in the use of online courses and resources. There is an increasing emphasis on online and blended courses and online learning systems, such as found in the National Education Technology Plan, released by the U.S. Department of Education in 2010. A Project Tomorrow survey report, Learning in the 21st Century: 2011 Trends Update, found that three times as many high school students and twice as many middle school students are learning online as compared to the original 2007 report. It was also noted that in 2011, 27% of all high school students took at least on class online. In Project Tomorrow’s 2013 Trends in Online Learning Virtual, Blended and Flipped Classrooms, it is reported that 43% of US school districts offer access to online courses. In iNACOL’s 2013 Fast Facts About Online Learningstates that five states – Alabama, Florida, Arkansas, Virginia, and Michigan – require online learning for students in the public schools. According to the Evergreen Education Group’s 2013 Keeping Pace with K-12 Online Learning Report, 26 states have state-led virtual schools, 24 states have blended schools, 30 states have fully online schools, and the number of private online learning options is increasing.

Reflection Point – The next big killer application on the Internet is going to be education. ~John Chambers


International ICT Education Trend

Extending the Reach of High Quality P-12 Education through ICT: An International Trend

by Mark Sivy

Realizing that a well-educated populace is essential for boosting national prosperity and competitiveness in an international economy, top-level education departments and ministries around the world are now focused on ensuring that their P-12 curricula and instruction are adjusted to modern standards. This task involves ensuring that learners have the specific skills, literacies, knowledge, and expertise that will ensure their success in the global marketplace. A crucial piece in accomplishing this, both in terms of learning outcomes and instructional delivery, is ICT (Information, Communications and Technology).

One-to-One InitiativeAs a driver of learning outcomes, ICT has played an important role in the development of new international curricular strategies. The Partnership for 21st Century Skills has been at the forefront of providing a basis for the remodeling and modernization of teaching, learning and curriculum, with ICT being a significant consideration. Even though established as a US K-12 education initiative, the organization’s recommendations have global relevance and implications. One of the major categories found within the Partnership’s renowned publication, P21 Framework Definitions document, was created in response to the fact that we live in a global environment that is infused with and dependent upon technology and media. This portion of the document offers the following guidelines for the knowledge, skills, and expertise that student should possess as a result of the learning process:

Information Literacy

  • Access and Evaluate Information
    • Access information efficiently (time) and effectively (sources)
    • Evaluate information critically and competently
  • Use and Manage Information
    • Use information accurately and creatively for the issue or problem at hand
    • Manage the flow of information from a wide variety of sources
    • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Media Literacy

  • Analyze Media
    • Understand both how and why media messages are constructed, and for what purposes
    • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
    • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media
  • Create Media Products
    • Understand and utilize the most appropriate media creation tools, characteristics and conventions
    • Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multicultural environments

ICT Literacy

  • Apply Technology Effectively
    • Use technology as a tool to research, organize, evaluate and communicate information
    • Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
    • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

21st Centure LearningAs a medium for instructional delivery, ICT plays another significant role in the modernization of international education systems. One of the challenges in many countries has been the provision of a quality and equal education to all children regardless of their circumstances. Around the world, ICT infrastructures are being updated and expanded to provide Internet access to both urban and rural destinations and recipients. Additionally, these schools and learners are being provided with devices to receive educational web content that has been specifically designed and developed by subject matter experts, master teachers, and instructional designers who are highly specialized in e-learning and the variety of learning devices. Of particular interest and development are mobile learning, One Laptop per Child (OLPC), and other one-to-one initiatives. These will be examined in future posts.

Reflection Point – M-learning is the intersection of mobile computing and e-learning, that includes anytime, anywhere resources; strong search capabilities; rich interaction; powerful support for effective learning; and performance-based assessment. ~Clark Quinn

Virtual Reality…For Education?

The Latest in Virtual Reality Gear

by Mark Sivy

The notion of virtual reality can be traced back to 1938 when Antonin Artaud, a French playwright, actor and director, used it in a book written to describe theater. Later, in the 1970s, Myron Krueger coined the term “artificial reality” in reference to the interaction between humans and computers. Historically, this concept of having a virtual session within a computer-generated 3D simulated environment has been nothing more than an exercise in science fiction for the masses. Even though the virtual reality (VR) systems that enable this type of experience have been available for decades, their price tags and technological requirements have been enormous. Then came the recent introduction of the wearable VR device that attaches to a personal computer.

<img src="image.gif" alt="Oculus Rift" />

Oculus Rift

The media forerunner in this has been the Oculus Rift, which is a consumer-targeted virtual reality head-mounted display that is expected to be released in final version near the end of 2014. It made headlines recently when it was announced that the parent company, Oculus VR, was purchased by Facebook in March 2014. The current developer kit version of the Rift is available for $300 US. Similar personal computer-connected systems are under development by other companies such as the Sony Morpheus, True Player Gear Totem, Avegant Glyph, GameFace Mark IV, and Durovis Dive, thus we can anticipate a flood of this very highly anticipated technology into the marketplace during the next couple of years. Presently these systems are primarily being designed for either immersive gaming or for movie entertainment, but other uses of the system are certainly possible and are being considered.

<img src="image.gif" alt="Durovis Dive" />

Durovis Dive

<img src="image.gif" alt="True Player Gear" />

True Player Gear

<img src="image.gif" alt="Sony Morpheus" />

Sony Morpheus

How Can They Be Used for Education?

Imagine the advantages that these VR options would have for education. The levels of engagement, interactivity, collaboration, presence and visualization that these devices will offer can certainly be leveraged to the advantage of learning. In a recent Wired article, Brian Shuster discussed the likelihood of using virtual world environments for educational purposes. Even the Oculus Rift creator, Palmer Luckey, envisions educational uses of his creation in an article in Gamespot. In anticipation of the educational uses of VR, East Carolina University in North Carolina had established the Virtual Reality and Education Laboratory in 1992 and the university currently offers a concentration in VR within their Education Master’s degree program.

Reflection Point: Virtual reality is a medium, a means by which humans can share ideas and experiences. ~ Alan B. Craig


Online Teaching and Learning


My new blog about Online Teaching and Learning

by Mark Sivy

<img src="image.gif" alt="online teaching and learning" />Now that I’ve completed my doctoral degree requirements, it’s time to switch gears and combine my recently acquired knowledge, research skills, and theoretical perspectives with my practical experience in educational technology, online teaching, e-learning, and educational leadership. I have a lot of ideas on how to proceed and developing this online teaching and learning blog will help pull my collective thoughts together.

I have many curiosities and research interests, so I decided to work on the following blogs as well:

<img src="image.gif" alt="online teaching and learning" />After the introductory posts for these blogs are completed, each blog will take on its respective personality and will set sail in a unique direction. The destinations are many, with several already being charted, while others are to be determined by the winds of progress and innovation. So now onward with these journeys…

Reflection Point – I must go down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by; And the wheel’s kick and the wind’s song and the white sail’s shaking, And a grey mist on the sea’s face, and a grey dawn breaking.  ~ First stanza of Sea Fever by John Masefield