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Initiation and Management of Accessible, Effective Online Learning

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184 views6 pages

Initiation and Management of Accessible, Effective Online Learning

Uploaded by

Ipe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INITIATION AND MANAGEMENT OF

ACCESSIBLE, EFFECTIVE ONLINE


LEARNING

Submitted by: Deleon, Xynique L.


EXPLORE THE PAST AND PRESENT PERSPECTIVES OF DISTANCE EDUCATION

This type of education has always experienced bumps and surges of acceptance. Even the term
distance education denotes remoteness or isolation to call attention to the differences from the
traditional classroom education. While distance education has been available in the United States
since before the turn of the nineteenth century, schools and educators have often required a reason
to develop and conduct education for students beyond the traditional classroom setting. Initial
development centered primarily on vocational training. Historically, educational regulatory agencies
have not been very supportive; approval for off- campus or extension sites was needed when the
sites were separated from the originating school or when geographical barriers existed, even
when the same faculty was teaching both types of courses. Some states even defined the number of
miles for approval. Another approach to distance education, depending on the school’s technological
resources, could also mean that the faculty drove ―the distance‖ to the off-campus
sites, then provided face-to-face (F2F) instruction.

COMPARE AND CONTRAST IMPORTANT INTERACTIVE ELECTRONIC TOOLS THAT


SUPPORT ONLINE LEARNING
Learning Management Systems. A Learning Management System (LMS) is a software
product that was first designed for corporate and government training divisions as a tool to
assess workers’ skills for job positions, and then provide specific training, either individually or
in groups. Learning management systems are also commonly used for K–12 education and
the higher education level to track student achievement in outcomes- based educational
programs (Waterhouse, 2005). Another term for LMS that is used more frequently in
academic settings is Course Management System (e.g., Blackboard and Desire2Learn). They
provide the same functionality as an LMS. The general functions for LMS software includes
distribution of course content, communication among the users, interaction with course
resources, testing, grading, and tracking records. LMS becomes significantly more powerful
by incorporating third-party applications such as Turnitin, Respondus, Lockdown Browser,
and provides an array of sophisticated features.
Content Management Systems. A content management system is a database of learning objects,
which may include many items developed for instructional use. A content management system
allows course developers to develop learning objects such as videos, modules, assessments, or
any other materials used for online learning. It provides version tracking so that changes to
these learning objects can be implemented without losing previous versions of the items. Another
benefit to such systems is the ability of developers to share learning objects. They can be used as
previously developed or modified to fit the need of the current course. Finally, content
management systems are designed to integrate with course management systems. This allows the
development of materials to take place outside the course itself. Then, building the course
becomes as simple as selecting learning objects and placing them into the course. Course
management systems such as Blackboard offer a content management system that is
designed to fully integrate with their system.

Emergence of Massive Open Online Courses. A massive open online course (MOOC) is a model
for delivering free learning content. Many MOOCs do not require pre-requisites other than
Internet access and interest. Recently, MOOCs are beginning to offer academic credit. The concept
of MOOCs originated in 2008 among the open educational resources (OER) movement. MOOCs
provide participants with course materials that are normally used in a conventional education
setting—such as examples, lectures, videos, study materials, and problem sets. MOOCs are
typically provided by higher education institutions, often in partnership with ―organizers‖ such as
Coursera, edX, and Udacity, though some MOOCs are being offered directly by a college or
university.

EXAMINE ESSENTIAL STRATEGIES AND TYPES OF SUPPORT REQUIRED FOR THE ONLINE
LEARNER AND FACULTY
MOBILE COMPUTING. The rapid changes in new technologies and access to con- tent
anywhere and anytime allow learners to experience learning in a variety of settings and not
just in schools (Prensky, 2004). Mobile computing devices are playing an increasingly
important role in our personal, professional, and educational life. There are many different
mobile devices including personal digital assistants (PDAs), smart phones, tablet PCs, and
laptop computers. The recent advances in mobile devices make online learning possible
through the powerful computing capability built into their conveniently small sizes, Internet
connectivity, and the availability of many types of mobile software applications (apps)
(Johnson, Levine, Smith, & Stone, 2010). Because of the mobility and strong
Internet connectivity, learning becomes ubiquitous and seamless (Liu, Tan, & Chu, 2009).
Learners who are taking online courses can use mobile devices anywhere to access the
course content, complete learning activities, communicate with classmates, and work on
group projects.
DESCRIBE THE DIFFERENCE BETWEEN ONLINE LEARNING AND ONLINE EDUCATION
Online learning is the effort you do during your classes. From the word itself learning, it means
you're gaining knowledge. While online education is the plat form. Online learning will involve
innperson interaction between you and your students on a regular basis. This is because online
learning is used as a blended learning technique along with other teaching strategies. Distance
learning includes no in-person interaction between teachers and students.

GIVE YOUR OPINION ON THE QUALITY OF ONLINE EDUCATION IN THE PHILIPPINES

Well the only hindrance of the success of online education here in the Philippines is the internet
connection. But over all, I can see that both the teacher and the students are trying hard to cope
up.

GIVE EXAMPLES OF LEARNING MANAGEMENT SYSTEM USED IN ONLINE EDUCATION


Open source
aTutor
Canvas
Chamilo
Claroline
eFront
ILIAS
LAMS
LON-CAPA
Moodle
Open edX
OLAT
OpenOLAT
Sakai
SWAD
WeBWorK
Edutask
SAAS/Cloud
CallidusCloud
Cornerstone OnDemand Inc.
DoceboLMS
eFront (eLearning software)
EthosCE
Google Classroom
Grovo
Growth Engineering
Halogen Software
Inquisiq R3
itslearning
Kannu
Open edX
OpenLearning
Udutu
WizIQ
Proprietary
Blackboard Learn
CERTPOINT Systems Inc.
Desire2Learn
eCollege
Edmodo
EduNxt
Engrade
GlobalScholar
Glow (Scottish Schools National Intranet)
HotChalk
Kannu
SAP
Schoology
Skillsoft
Spongelab
SuccessFactors
SumTotal Systems
Taleo
Teams
Uzity
WizIQ

Historical
ANGEL Learning (acquired by Blackboard in May 2009)
Click2Learn and Docent merged to become SumTotal Systems in
2004
CourseInfo LLC (precursor company to Blackboard, which became
Blackboard's core technology, founded by Stephen Gilfus
Elluminate (acquired by Blackboard in 2010)
Learn.com (acquired by Taleo in 2010)
PeopleSoft (acquired by Oracle in 2005)
Plateau Systems (acquired by Successfactors in 2011)
Softscape (acquired by SumTotal in 2010)
SuccessFactors (acquired by SAP in 2012)
SumTotal (acquired by Skillsoft in 2014)
Taleo (acquired by Oracle in 2012)
WebCT (acquired by Blackboard in 2005)
WHAT ARE THE CHALLENGES OF FACULTY AND STUDENTS IN ONLINE EDUCATION

Additional demands on accreditors to be more account- able and subsequent creation


of rules during 2009 and 2010 expandingaccountability expectations even more (Eaton,
2011). Legal concerns relate to established laws associated with
telecommunication technologies, whereas ethical concerns relate to the
rights and wrongs stemming from the values and beliefs of the various
users of the distance education system. Three major areas that are of concern regarding
legal issues include copyright protection, inter- state
commerce, and intellectual property. Privacy, confidentiality, censorship,
freedom of speech, and concern for control of personal information
continue to be as relevant today as in 1998 when Bachman and Panzarine
(1998) identified these cyber ethical issues.
Copyright Protection Copyright is a category of intellectual
property and refers to creations of the mind (World Intellectual Property
Organization, n.d.). According to the World Intellectual Property
Organization (WIPO) Web site (www.wipo.int/ policy/ed/sccr/) The
Standing Committee on Copyright and Related Rights (SCCR) is currently
engaged in discus- sion of:
• Limitations and Exceptions
• Broadcasting Organizations
This protection for Copyright is based on the Copyright Act of 1976,
and was last amended November, 1995 (World Intellectual Property
Organization, n.d.). Copyright law protects ―works of authorship,‖ giving
developers and publishers the right to control unauthorized exploitation of
their work (Radcliff & Brinson, 1999). Although there have been no new
federal laws since 1976 to address educational multimedia concerns, the
Consortium of College and University Media Centers has published the Fair
Use Guidelines for Educational Multimedia (Dalziel, 1996). When
combining content such as text, music, graphics, illustrations,
photographs, and software it is important to avoid copyright infringement
(Radcliff & Brinson, 1999).
Intellectual Property.

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