FROM DLEARNINGTO ELEARNINGTO MLEARNINGWord文档格式.docx
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FROM DLEARNINGTO ELEARNINGTO MLEARNINGWord文档格式.docx
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Itfreeduplearnerssothattheycouldstudyatanytimeandinanyplaceandinstructuressuitedtotheiremploymentandfamilycommitments.
Mostofthegoalsthatcharacterisejust-in-timelearningorlife-longlearningtoday,wereanticipatedbydistancelearning:
∙Trainingwhenitisneeded
∙Trainingatanytime
∙Trainingatanyplace
∙Learner-centeredcontent
∙Avoidanceofre-entrytoworkproblems
∙Trainingfortaxpayers,andthosefullyoccupiedduringuniversitylecturesandsessionsattrainingcentres
∙Theindustrialisationofteachingandlearning.
Criticism
Inspiteofthesebenefitsthefirst100yearsofdistancetrainingweremarkedbycriticism.
Governmentslargelyignoreddistancetraining,universityprofessorssneeredatit,corporatetrainersfocusedonILT.
Amajorbreakthroughinboththequalityandquantityofprovisioncameinthe1970swiththefoundationoftheopenuniversities,notablytheOpenUniversityoftheUnitedKingdomatMiltonKeynes,theUniversidadNacionaldeEducació
naDistanciaatMadridandtheFernUniversitä
tinHagen,Germany.
Distancelearningfinallycameofageinthelate1990swhentheQualityAssuranceAgencyforHigherEducationoftheBritishGovernmentsetupstructurestomeasureacademicexcellenceinmorethan100universitiesintheUnitedKingdom,includingtheOpenUniversity.
Tomanypeople'
ssurprise,TheOpenUniversitywasrankedinthetoptenofBritishUniversitiesintermsofacademicexcellence.WhenonerealisesthattheaverageageofOpenUniversitystudentsisabout40yearsandmorethen40percentofthemdonothavetherequiredA-LevelstobeallowedtostudyatanyotherBritishUniversity,onecanseethatthisisaremarkableachievement.
Itmeansalso,thatover100BritishUniversitiesteachingfull-timestudentsoncampus,withtheirfull-timeprofessorsandlecturers,cannotachievethesamelevelofacademicexcellenceasthatofthedistanceteachinguniversity.Itshowsthatdistancelearninghascomeofageandthatexcellenceisnowdemonstrablyachievableatadistance.
HereisaBritishmediapresentationofthesestatisticsintermsofsoccerleagues:
Cambridge
York
Oxford
Imperial
LSE
Warwick
UCL
Durham
Sheffield
OpenUniversity
SouthamptonNottinghamLancaster
Bangor.
StAndrews
UKUNIVERSITIES:
QUALITYLEAGUES
PremierLeague
(50%+Excellent)
Division1
(35-50%Excellent)
Division2
(20-34%Excellent)
Division3
5-20%Excellent)
DIVISION4
(NoExcellents)
Edinburgh
Birmingham
Glasgow
Bristol
Leeds
Cardiff
King'
sLondon
UMIST
WestofEngland
Manchester
EastAnglia
Bath
Hull
Exeter
Queen'
sBelfast
StrathclydeLoughborough
Newcastle
Swansea
Brunei
Aberystwyth
BournemoutHumbersideStaffordshire
JohnMoores
Luton
Paisley
Sunderland
Napier
Brighton
Salford
Bradford
Middlesex
EssexSheffieldHallam
OxfordBrookesEastLondon
SurreyNottinghamTrent
SussexTharnesValley
LiverpoolCentralLances
NorthumbriaLoridonGuildhall
AberdeenHuddersfield
QMary&
WestfieldGoldsmiths'
ReadingLarnpeter
LeicesterPortsmouth
StidingCentralEngland
UlsterBirkbeek
PlyrnouthHeriot-Watt
KentAbertayDundee
DundeeLeedsMet
CoventryManchesterMet
GlamorganNorthLondon
CitySouthBank
GreenwichTeesside
KeeleHertfordshire
AstonRobertGordon
AngliaDeMontfort.
KingstonWestminster
RoyalHollowayDerby
GlasgowCaledonian
Wolverhampton
ThestatisticsplacingtheOpenUniversityinthetopteninBritainwithOxfordandCambridgehavebeenrepeatedyearafternowformorethanfiveyearsnowandcannotstatisticallybeexplainedasafluke.
IfoneweretorepeattheseThatcheritemeasuringsoflearningonaEuropeanbasis,onecanbefairlysurethat90%ofGermanuniversities,90%ofFrenchuniversities,90%ofItalianuniversitieswouldberankedaftertheBritishdistancelearninguniversity,astheirstandardsarenotessentiallydifferentfromOxfordandCambridge.
Learningportals
ForHRandlearningprofessionalsthewebtodayaboundsinlearningportalslistingd-Learningprogrammes,manyofthemaccreditedforinternationallyandnationallyrecogniseduniversitydegrees,collegediplomasortrainingcertificates.
HereisamajorEuropeanone:
EuropeanVETorganisationshaveexcellentachievementsinthefieldofd-Learning:
∙Internationalleadershipfrom7openuniversities
∙Extensiveofferingsfromthecorporatesector
∙Governmentdistancelearningproviders,liketheCNEDinFrance,with400,000enrolledat1.1.2000inover200countries.
Fromthisoverviewofd-Learning,EricssonCompetencesystemsconcludes:
∙D-LearningisavalidtrainingsolutionalongsideILT
∙Trainingexcellencecanbeachievedatadistance
∙Thesuccessofd-Learningleadstoe-Learningandm-Learning.
e-Learning
e-Learningmeanselectroniclearning.
ThewondrousdevelopmentsoftechnologyassociatedwithanElectronicsRevolutionofthe1980s,madeitpossible,forthefirsttimeinhistorytoteachface-to-faceatadistance.
Teachingface-to-faceatadistanceine-learningsystems,compensatedforsomeofthemajordefectsofd-learning.Thesewerethelackofeye-to-eyecontact,ear-to-earcontact,thelackoftheabilityofthestudentlearningtosee,watchandinteractwiththeteacherteaching.Itbecamepossibletoteachgroupsgatheredtogetheratdistantlocationsandaddedthepossibilityofgroup-baseddistanceteachingsystemstotheindividual-baseddistancesystems,whicharecharacteristicofd-learning.
ThisElectronicsRevolutionoftheperiod1980to1995wasbroughtaboutbythreefactors,theurgetoderegulate;
thespeedingupofchips;
andtheintroductionofbroadbandtechnologies.
Didacticuses
ThreemajordidacticusesofthebenefitsoftheTelecommunicationsRevolutioncanbeidentified:
∙Satellites
∙Videoconferencing
∙TheWorldWideWeb.
SatelliteswereusedextensivelyfortraininginAmerica.AmajordidacticstructurewasaprofessorinanAmericanuniversity,lecturingtohisorhergroupofstudentsattheuniversity,withthelecturebeinguplinkedtoasatelliteanddownlinkedtogroupingsofstudentsgatheredaroundscreensatotherlocationsinthestate.IBM’sISEN(InteractiveSatelliteEducationNetwork)linkedgroupsoftraineesatlocationsallovertheStatestoacentraltraineratthecompanyheadquarters.
Videoconferencingisusedforteachinggroupingofstudentsatadistance,mainlyinAmericaandwithlittletake-upinEurope.Typicalscenariosareinnursingandthemilitary.Nursesandmilitarytraineesstudyingatvariouslocationsinthestateornation,receivetheirclassesbyvideoconferencing,ratherthantravellinghundredsofkilometrestotheILTcentreandthenhundredsofkilometresbackafterafullday'
sworkinthehospitalorcentre.
Successeswithsatellite,videoconferencingandotherelectronicformsofdistanceeducation,ledseamlesslytoeducationontheWorldWideWeb.
TheWorldWideWeb
Thefirsttrainingcoursesonthewebcanbetracedto1995;
by1997itwasamaturesectoroftrainingprovisionwithitsowndidacticstructures,learningportalsandrecipesforsuccessandfailure.Todayitisoneofthefastestgrowingareasofe-Business:
∙At1.1.2000,therewereabout1.000.000coursesontheinternet,30,000whichcouldbesaidtoconformtoascientificdefinitionofonlineeducation,22,000ofthesewerelistedonthemostcomprehensiveportal,thatofTeleEducation,inNewBrunswick,Canada,withmanyofthesecoursesmakingdidacticuseoftheWorldWideWeb.
∙Goldberg,oftheUniversityofBritishColumbia,Vancouver,Canada,thedesigneroftheworld'
smostvisiblekernelandthefounderofWebCT,statesthathecommencedworkonhiskernelin1995andthatby5.1.2000,WebCThad5.1millionstudentaccounts,inmorethan123,000courses,developedby33,000universityfacultymembersatover1.100institutionsin48countriesaroundtheworld.
∙In1998,theOpenUniversityoftheUnitedKingdomreportedthat50,000ofitsstudentswereonlineandthattheysent70.000.000e-mails,onmainlyacademicmatters,andthesewereread700.000.000times.Todayithas160.000studentsonline.
∙Intheyear1999,theOpenUniversityofHongKong,repo
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