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IBM reveals its top five innovation predictions for the next five years

IBM reveals its top five innovation predictions for the next five years

IBM director of education transformation Chalapathy Neti.

IBM revealed its predictions for five big innovations that will change our lives within five years.

Bernie Meyerson, vice president of innovation at IBM.

Bernie Meyerson, the vice president of innovation at IBM.

The IBM “5 in 5″ is the eighth year in a row that IBM has made predictions about technology, and this year’s prognostications are sure to get people talking. We discussed them with Bernie Meyerson, the vice president of innovation at IBM, and he told us that the goal of the predictions is to better marshal the company’s resources in order to make them come true.

“We try to get a sense of where the world is going because that focuses where we put our efforts,” Meyerson said. “The harder part is nailing down what you want to focus on. Unless you stick your neck out and say this is where the world is going, it’s hard to you can turn around and say you will get there first. These are seminal shifts. We want to be there, enabling them.”

(See our complete interview with Meyerson here).

In a nutshell, IBM says:

  • The classroom will learn you.
  • Buying local will beat online.
  • Doctors will use your DNA to keep you well.
  • A digital guardian will protect you online.
  • The city will help you live in it.

Meyerson said that this year’s ideas are based on the fact that everything will learn. Machines will learn about us, reason, and engage in a much more natural and personalized way. IBM can already figure out your personality by deciphering 200 of your tweets, and its capability to read your wishes will only get better. The innovations are being enabled by cloud computing, big data analytics (the company recently formed its own customer-focused big data analytics lab), and adaptive learning technologies. IBM believes the technologies will be developed with the appropriate safeguards for privacy and security, but each of these predictions raises additional privacy and security issues.

As computers get smarter and more compact, they will be built into more devices that help us do things when we need them done. IBM believes that these breakthroughs in computing will amplify our human abilities. The company came up with the predictions by querying its 220,000 technical people in a bottoms-up fashion and tapping the leadership of its vast research labs in a top-down effort.

Here’s some more detailed description and analysis on the predictions.

In five years, the classroom will learn you.

In five years, the classroom will learn you to help tailor instruction to your individual needs.

The classroom will learn you

Globally, two out of three adults haven’t gotten the equivalent of a high school education. But IBM believes the classrooms of the future will give educators the tools to learn about every student, providing them with a tailored curriculum from kindergarten to high school.

“Your teacher spends time getting to know you every year,” Meyerson said. “What if they already knew everything about how you learn?”

In the next five years, IBM believes teachers will use “longitudinal data” such as test scores, attendance, and student behavior on electronic learning platforms — and not just the results of aptitude tests. Sophisticated analytics delivered over the cloud will help teachers make decisions about which students are at risk, their roadblocks, and the way to help them. IBM is working on a research project with the Gwinnett County Public Schools in Georgia, the 14th largest school district in the U.S. with 170,000 students. The goal is to increase the district’s graduation rate. And after a $10 billion investment in analytics, IBM believes it can harness big data to help students out.

“You’ll be able to pick up problems like dyslexia instantly,” Meyerson said. “If a child has extraordinary abilities, they can be recognized. With 30 kids in a class, a teacher cannot do it themselves. This doesn’t replace them. It allows them to be far more effective. Right now, the experience in a big box store doesn’t resemble this, but it will get there.”

In five years, buying local will beat online as you get online data at your fingertips in the store.

In five years, buying local will beat online as you get online data at your fingertips in the store.

Buying local will beat online

Online sales topped $1 trillion worldwide last year, and many physical retailers have gone out of business as they fail to compete on price with the likes of Amazon. But innovations for physical stores will make buying local turn out better. Retailers will use the immediacy of the store and proximity to customers to create experiences that online-only retail can’t replicate. The innovations will bring the power of the Web right to where the shopper can touch it. Retailers could rely on artificial intelligence akin to IBM’s Watson, which played Jeopardy better than many human competitors. The Web can make sales associates smarter, and augmented reality can deliver more information to the store shelves. With these technologies, stores will be able to anticipate what a shopper most wants and needs.

And they won’t have to wait two days for shipping.

“The store will ask if you would like to see a certain camera and have a salesperson meet you in a certain aisle where it is located,” Meyerson said. “The ability to do this painlessly, without the normal hassle of trying to find help, is very powerful.”

This technology will get so good that online retailers are likely to set up retail showrooms to help their own sales.

“It has been physical against online,” Meyerson said. “But in this case, it is combining them. What that enables you to do is that mom-and-pop stores can offer the same services as the big online retailers. The tech they have to serve you is as good as anything in online shopping. It is an interesting evolution but it is coming.”

In five years, doctors will routinely use your DNA to keep you well.

IBM

In five years, doctors will routinely use your DNA to keep you well.

Doctors will use your DNA to keep you well

Global cancer rates are expected to jump by 75 percent by 2030. IBM wants computers to help doctors understand how a tumor affects a patient down to their DNA. They could then figure out what medications will best work against the cancer, and fulfill it with a personalized cancer treatment plan. The hope is that genomic insights will reduce the time it takes to find a treatment down from weeks to minutes.

“The ability to correlate a person’s DNA against the results of treatment with a certain protocol could be a huge breakthrough,” Meyerson said. It’ll be able to scan your DNA and find out if any magic bullet treatments exist that will address your particular ailment.

IBM recently made a breakthrough with a nanomedicine that it can engineer to latch on to fungal cells in the body and attack them by piercing their cell membranes. The fungi won’t be able to adapt to these kinds of physical attacks easily. That sort of advance, where the attack is tailored against particular kinds of cells, will be more common in the future.

In five years, a digital guardian will protect you online.

In five years, a digital guardian will protect you online.

A digital guardian will protect you online

We have multiple passwords, identifications, and devices than ever before. But security across them is highly fragmented. In 2012, 12 million people were victims of identity fraud in the U.S. In five years, IBM envisions a digital guardian that will become trained to focus on the people and items it’s entrusted with. This smart guardian will sort through contextual, situational, and historical data to verify a person’s identity on different devices. The guardian can learn about a user and make an inference about behavior that is out of the norm and may be the result of someone stealing that person’s identity. With 360 degrees of data about someone, it will be much harder to steal an identity.

“In this case, you don’t look for the signature of an attack,” Meyerson said. “It looks at your behavior with a device and spots something anomalous. It screams when there is something out of the norm.”

In five years, the city will help you live in it.

In five years, the city will help you live in it.

The city will help you live in it

IBM says that, by 2030, the towns and cities of the developing world will make up 80 percent of urban humanity and by 2050, seven out of every 10 people will be a city dweller. To deal with that growth, the only way cities can manage is to have automation, where smarter cities can understand in real-time how billions of events occur as computers learn to understand what people need, what they like, what they do, and how they move from place to place.

IBM predicts that cities will digest information freely provided by citizens to place resources where they are needed. Mobile devices and social engagement will help citizens strike up a conversation with their city leaders. Such a concept is already in motion in Brazil, where IBM researchers are working with a crowdsourcing tool that people can use to report accessibility problems, via their mobile phones, to help those with disabilities better navigate urban streets.

Of course, as in the upcoming video game Watch Dogs from Ubisoft, a bad guy could hack into the city and use its monitoring systems in nefarious ways. But Meyerson said, “I’d rather have the city linked. Then I can protect it. You have an agent that looks over the city. If some wise guy wants to make the sewage pumps run backwards, the system will shut that down.”

The advantage of the ultraconnected city is that feedback is instantaneous and the city government can be much more responsive.

Source: http://venturebeat.com

39 Mobile Learning Tools

The following 39 Mobile Learning Tools allow specific creation of learning modules for mobile devices and/or allow output to HTML5 and/or provide delivery of mobile learning. Most major LMS and LCMS vendors either have mobile solutions in place or are quickly moving to include them. 

Mobile Learning Tools 2013

Mobile Learning Tools 2013

Mobile devices include smartphones, tablets, net-books, laptops, etc. People on the go can spend waiting time learning. This is becoming an important feature both in the corporate and education markets.

The smaller screens and different features place constraints on what can be done on mobile devices. Most involve just-in-time performance support, doing assessments, etc. Apple’s mobile devices (iPhone, iPod Touch, iPad) do not support Flash and HTML5 is quickly replacing Flash.

  1. Achieve LearnCast
    A mobile publishing platform. Includes test creation and delivery. Based in New Zealand.
  2. Adobe Creative Suite
    Collection of tools for the creation of elearning content including Device Central which allows content authors to output to a variety of mobile devices.
  3. Adrenna Mobile
    Adrenna Mobile is a revolutionary solution for mobile learning that brings formal, informal, social and collaborative learning, and performance support to one central platform – mobile. This revolutionary platform is now available on all major operating systems namely iOS, BlackBerry OS and Android.
  4. Aduro GoLearn mLearning 
    Includes eCommerce and mobile learning capability. Based in Australia.
  5. American Research Institute Mobile Learning
    American Research Institute (ARI) is a custom training company that specializes in developing and delivering blended learning in any mode to any device.
  6. Appcelerator Titanium
    Cross platform course authoring tool for mobile applications.
  7. Articulate has several tools for publishing learning content to mobile devices includingPresenter and Screenr.
  8. Atlantic Link Content Point
    This product enables development of courses specifically for the Samsung GALAXY Tab device.
  9. Blackboard Mobile
    The mobile tool for Blackboard – a major education LMS vendor.
  10. Blueprint 
    iPhone App that allows prototyping of mLearning.
  11. BlueVolt LMS
    Includes mobile learning features.
  12. Brainshark
    Tool for creating both online and mobile video presentations.
  13. CertpointVLS
    Major corporate LMS/LCMS with mobile capabilities – works with all major smartphones. mobile sales tool called K-Tango http://www.ktango.com/
  14. Chalk Pushcast Software
    Specifically for the BlackBerry smart phone. It includes a plug-in for PowerPoint presentations and uses a PowerPoint like interface that can include graphics, video or audio.
  15. Datango
    Documentation can be produced in a small file size, in high quality and in the desired output format for mobile devices
  16. Desire2Learn Mobile
    The mobile tool for Desire2Learn – a major education LMS vendor.
  17. Claro
    Collaborative authoring tool capable of HTML5 output for mobile learning.
  18. DuPont™ CoastalFlix
    A video streaming tool for mobile devices now owned by Dupont training.
  19. eXact learning Mobile
    Mobile module for the eXact Learning LCMS.
  20. GoKnow Mobile Learning Environment
    Allows educators to handle student’s activity such as assessment as well as data back-up via cell phone devices. The authoring tool is particularly produced for K-12 students.
  21. Gyankosh Learning Management System
    Also known as Career Mantra. Includes mobile learning features.
  22. Intellum Exceed LMS
    Corporate LMS with mobile learning applications.
  23. Interactyx TOPYX
    Available in a mobile edition for a variety of platforms, including Google Android device and iPhone OS-based devices and the Apple iPad.
  24. INTUITEL 
    The University of Reading is helping to develop a new e-learning tool, dubbed INTUITEL that delivers lessons via a mobile phone, yet offers feedback previously only available from a real-life tutor and emulates the best aspects of traditional teaching methods and delivers them through online portals. It is a three year project so release is pending.
  25. iQpakk
    iQpakk is a mobile information management platform that puts learning, training, or promotional content at the fingertips of employees, students, or learners of any kind. The iPad interface allows users to view content stored on their device, take notes and assessments, email content to customers or cohorts, and create instant presentations by sharing their screen with other iQpakk users.
  26. Kenexa Hot Lava Mobile
    Kenexa Hot Lava Mobile is the leading mobile learning  solution to rapidly develop, deliver and analyze the use of all types of device-independent mobile content to meet a wide variety of priority communications,  and mobile learning and performance support scenarios.
  27. KMxMobile
    With KMxMobile, end- users can access courses, learning objects, exams and surveys using their iPhone, Android, Blackberry OS6, Nook Color, Amazon Kindle or Windows handheld device with full SCORM learning management capabilities.
  28. Meridian Anywhere Mobile
    Meridian Mobile Module simplifies delivery of your mobile content library to smart phones or tablets.  With Meridian Mobile you don’t need to develop and manage different versions of mobile-developed content or applets for Apple, Android and Blackberry.
  29. Modo Labs Mobile Campus
    Includes Courses and Registrar modules that mash-up popular Learning Management Systems (LMS) and Student Information Systems (SIS), enabling students and faculty to access information via a single common mobile interface.
  30. NetDimensions mEKP
    NetDimensions supports a multi-pronged Mobile Learning strategy with a suite of solutions for mobile workforces in any environment. Instead of point approaches for mobile delivery, NetDimensions relies on core capabilities for mobility that are inherent part of the NetDimensions Talent Suite platform.
  31. OnPoint CellCast® Solution
    OnPoint’s CellCast® Solution mobile learning platform enables companies to create and deliver mobile content directly to user’s mobile phones, and track their progress and test scores.
  32. ReadyGo WCB
    Both an eLearning and mLearning authoring tool. ReadyGo WCB’s mLearning solution creates courses that work on any phone with a browser.
  33. Saba Anywhere
    Saba’s mobile tool for its corporate LMS.
  34. SumTotal Mobile and SumTotal Toolbook 
    Toolbook is one of the oldest authoring systems around. It is now in version 11 and includes mobile support including geolocation.
  35. Trivantis Lectora Publisher
    Although not a tool originally created with mobile learning in mind, it can publish to HTML5 and has templates for Apple and Android products.
  36. Udutu
    Rich media interactive course development tools for creating courses on iPads and iPhones that utilize DHTML or HTML5 as an option instead of Flash
  37. Vcom3D Vcommunicator Mobile
    Mobile tool for military language training
  38. Veodia
    Video capturing tool using MPEG4 that can be uploaded to iTunes for use on Apple mobile devices. Web site not functioning Jan. 31, 2012 or Feb. 13.
  39. eQuick
    eQuick enables mobile learning without being limited by time, location or specific platform

Source: http://elearningindustry.com

Nine Training Alternatives to ‘Correct’ and ‘Incorrect’

Imagine a trainer at the front of the room responding to a participant’s comment by saying nothing more than “You’re right!” or “Incorrect.” Imagine this happening over and over again.

Even though it seems futile, this is one of the most common types of feedback we use in e-learning courses to respond to user actions and answers. In fact, many authoring tools come with these vacuous statements as their default response.

If we’re going after higher-order thinking and maximum learning transfer, then we’re giving up a golden opportunity when we forgo real feedback and instead resort to “correct” and “incorrect.” We need to find ways to close the feedback loop.

You Have Lots of Options

There are many strategies for providing feedback, depending on the context and type of instruction, the objectives of the learning activity, and the audience’s level of expertise. Let’s look at some of your options for providing feedback that is sufficiently informative and moves the learner forward.

1. Real World Consequences

Analog World: Some of the most ideal feedback replicates what happens in the analog world. In simulations and virtual worlds, learners are given a chance to explore, manipulate and practice so they can learn in a safe environment.

In a reasonably accurate simulation, feedback occurs naturally as the result of an action. For example, in a driving simulation, turning a simulated steering wheel to the right appears to turn the car to the right. That’s feedback.

Digital World: Then again, sometimes our simulations replicate the digital world, as in a software simulation. Too often, software simulations are completely canned, so that users can only take one action. If possible, allow for more interactivity so learners can try out the simulated software a bit to better understand how to perform a task. With more flexibility, the feedback simulates the real (digital) world. For example, when the learner clicks a menu item, the menu displays. That’s real world feedback.

We often don’t have the budget for highly robust or complex simulations, so let’s look at some other options.

2. Hints and Cues

During interactions, learners might require several tries in order to clarify a learning point or fine-tune their discriminatory skills. If this is the type of interaction you’re designing, then valuable hints and cues are a good way to assist learners without completely taking away the benefit of making errors.

3. Branching in Stories and Scenarios

When using stories and scenarios in e-learning, it’s natural to take learners down a different path depending on their response. That’s a type of feedback. For example, in an emergency medical training course, the choice of one drug results in stabilizing a patient whereas the choice of another drug results in dangerously high blood-pressure levels.

The difficult part from a design and development perspective is to determine how many paths to design and implement. A simpler approach is to design short forks in the road and then merge the two or three paths back together. It’s one way to avoid a huge design and development effort.

Sensitive Feedback_Elearningguru4. Context-Sensitive Feedback

If you don’t want to build many paths in a story or scenario, simply provide unique feedback specific to each response. In the medical scenario above, an incorrect choice would produce feedback about the danger of the selected drug and request that the learner select another one. Even though context-sensitive feedback is not as compelling as branching, it is more engaging than a facts-only exercise and probably more beneficial to learning.

I think that context-sensitive feedback should be the minimal type of feedback we provide as learning experience designers. This means that we should always provide unique feedback that is specific to each response or action the learner takes. It works in multiple-choice tests as well as games, stories and virtual environments.

5. Incentivized Feedback

Although there is no one type of feedback in learning games, gaining points or completing a challenge is motivating. This type of feedback acts as an incentive to continue playing the game and learning.

As Karl Kapp writes in The Gamification of Learning and Instruction, “A player gets caught up in playing a game because the instant feedback and constant interaction are related to the challenge of the game, which is defined by the rules, which all work within the system to provoke an emotional reaction and, finally, result in a quantifiable outcome within an abstract version of a larger system.”

6. Peer or Social Feedback

In a training context, you can use collaborative and social media tools to give and receive peer feedback from colleagues. For example, if you were designing a course for new coaches, you could set up a Facebook Group page for discussion. Then request that participants write about how they would handle a specific coaching situation.

The participants would comment on how each coach managed the fictitious problem and everyone would learn in the process. The added bonus here is that the act of critiquing and commenting can help reviewers themselves, according to one study where undergraduate students critiqued each others writing. (Cho and Cho, 2011)

See Social Media for Trainers by Jane Bozarth for more ways to use social media for learning.

7. Explanatory Feedback

You can apply explanatory feedback to any learning experience in which errors are caused by misconceptions or a lack of knowledge. If your design has frequent opportunities for learners to respond, then you can catch and remediate misconceptions as the learner is constructing meaning.

In particular, explanatory feedback, rather than corrective feedback, is a good choice for discovery learning as it helps learners build accurate mental models. In addition, there is evidence that explanatory feedback reduces cognitive load. (Moreno, 2004)

8. Self-Directed Feedback

Motivated or mature learners can benefit from self-directed feedback. As the learning designer, you can present thoughtful questions that encourage learner reflection, self-evaluation and self-assessment.

For example, after requesting that learners write a short essay response to a question, provide an ideal response or specific criteria as feedback. Then let learners evaluate their own essay and compare it to the ideal. There are many types of self-evaluation questions that can encourage higher-order thinking and reflection.

9. Worked Examples as Feedback

Worked-out examples are step-by-step demonstrations of how to solve a problem. They are thought to be effective with learners who have limited prerequisite knowledge because these examples reduce cognitive load. (Sweller, et al, 1998)

If the focus of your instruction is problem solving, then you can provide worked-out examples for learners to study and then again as feedback after they solve a problem. Note that worked examples are not effective for learners who are skilled at a task as it interferes with their ability to solve problems like an expert.

Source: Mindflash

Online Course Design – Infographic

Source: Mindflash

If you’re an experienced educator, you’re probably used to designing classroom courses. However, when you step away from the blackboard and into the world of virtual learning, you need a whole new set of tools and practices to guarantee your program is a success.

(click image to enlarge)

Online Course Infographic

Online Course Infographic

 

LMS and LCMS – A Comparison Between Definitions

This article is taken from Mindflash

LMS&LCMS What is the DifferenceMany organizations looking to add more e-learning elements to their company training programs get stuck choosing between two similar-sounding, but ultimately different, systems: Learning Management Systems (LMS) and Learning Content Management Systems (LCMS). There are a number of similarities between the two, and recently many software packages have blurred the differences between them. However, there are a few key differences that organizations should keep in mind when looking for an online training system.

LMS: A platform for managing people

An LMS provides the simplest platform for managing the experience of students or trainees as they interact withe-learning content. One of the assumptions about an LMS, which will become clearer in the explanation of an LCMS, is that the content has already been created, and that it’s in the right format to be compatible with these systems. Beyond that, most LMS packages have several similarities in common:

  • An emphasis on registering participants, tracking their activity, and gauging their progress through online coursework.
  • Interaction with existing Human Resource Information Systems (HRIS), to track the pool of those eligible for participation, and for reporting back outcomes.
  • Increasing the use of talent management functionality, which sometimes overlaps with functions being performed by HRIS.
  • In some cases, tools for analytics and performance management are included.

LCMS: The platform for managing content creation

An LCMS provides a more complex platform meant for developing content used in e-learning programs. Many LCMS packages available on the market also contain tools that resemble those used in an LMS, and most assume that an LMS is already in place. The emphasis in an LCMS is the ability for developers to create new material. Most content-management systems have several aspects in common:

  • A focus on creating, developing, and managing content for online courses, with far less emphasis placed on managing the experience of learners.
  • A multi-user environment that allows several developers to interact and exchange tools.
  • A learning object repository containing learning materials, which are commonly used components that are archived so as to be searchable and adaptable to any online course.

Organizations that have all their existing materials in commonly used business software formats – like Microsoft Office products – will find that few LMS platforms allow for them to simply be imported and modified. Those materials need to be created from scratch, and to do that you will need an LCMS.

The Unique Case of Managing Education Environments

A number of LMS platforms serve the education market, including some of the most well known, such asBlackboard. There are a few key differences that make education packages unique, and that may also obscure the boundary between LMS and LCMS.

  • An assumption that a campus will already have a number of IT environments for managing registration and enrollment, so the emphasis is on compatibility with those systems.
  • A number of content-authoring and creation tools that resemble those found in what are otherwise described as LCMS platforms.
  • An emphasis on semester-long interaction with a teacher, leading to more options for communication such as email, discussion rooms, wikis, or sometimes blogs.

Which One Do You Need?

Despite the nuances and complexities of different packages, a few simple generalizations can help organizations make a choice when choosing between an LMS and an LCMS.

  • The C stands for “create.” The C in LCMS actually stands for “content,” but in reality LMS and LCMS are both concerned with content. But if you need to create it, then go with an LCMS.
  • An LMS is focused on managing how individuals participate in e-learning programs; an LCMS is concerned with how content for e-learning is created.
  • An organization that already employs its own trainers and coaches should consider an LCMS that will allow these individuals to convert their existing knowledge into training materials that make sense for them; organizations content to purchase “off the shelf” components should choose an LMS.

Because of inconsistencies in the way different platforms are made and marketed, be sure to pay close attention to the details of any new product you select. Over time, these two choices will continue to evolve to meet changing demand for e-learning.

 

E-Öğrenme Projesi Sunuma Hazırlık Soruları

Aşağıdaki bilgileri kullanarak e-öğrenme projenizle ilgili soruları cevaplayarak bir proje sunumu hazırlayabilirsiniz.

Özellikle üst yönetime yapılacak sunumlarda açık kalan noktaları görebilir, buna uygun bir seçim ve satın alma süreci yürütebilirsiniz.

E-Öğrenme Proje Hazırlık Soruları

Acil Durum

Eğitim İçeriği Geliştirme Projesi

-Hedef kitlesi kim olacak?

-Hangi konularda içerikler geliştirilecek?

-Hedef kitlelere özgü başlıklar nelerdir?

-İçeriklerin nasıl tasarlanması bekleniyor? (Video çekimleri, 3 boyutlu tasarım, e-kitap tarzında vs.)

-Çalışanlara nasıl ulaştırılması hedefleniyor? CD, Web, İntranet?

-Daha önce geliştirilmiş e-öğrenme içerikleri var mı?

-Çalışılan bir eğitim/içerik ortağı mevcut mu?

-Eğitim içeriklerinin seslendirilmesi planlanıyor mu?

-Kullanıcı bilgisayarlarında, eğitim içeriklerinin gerektirdiği minimum sistem gereksinimleri karşılanıyor mu? (Flash v10 yüklü olması, java kısıtlamaları bulunmaması, internet çıkış hızının minimum 1 Mbit olması, minimum İnternet Explorer 7.0, FireFox 4.0 veya Chrome 14 internet tarayıcı yüklü olması)

Öğrenme yönetim sistemi

Altyapı Geliştirme Projesi

Alt yapı = Öğrenme Yönetim Sistemi = Eğitim Akademisi (Eğitim Akademisi, en temelde, web tabanlı çevrimiçi eğitimlerin ve testlerin, kullanıcılara ulaştırıldığı, kullanıcı ilerleme & takip bilgilerinin, test sonuçların raporlandığı web tabanlı öğrenme yönetim sistemidir.)

-Eğitim Akademisinin hedef kitlesi kimdir? (Çalışanlar,bayiler, acenteler, halk)

-Mevcut bir eğitim akademisi alt yapısı var mı? Varsa hangi firmaya aittir?

-Hedef kitlelere, eğitim ve testler haricinde, ayrı ayrı ne tip içerikler veya uygulamalar sunulmak isteniyor? (Mesela anket, makaleler, videolar, sosyal paylaşım olanakları)

-Hedef kitle, eğitim akademisini kullanabilecek bilişsel yeteneklere sahip mi? (Bilgisayar kullanım düzeyi yeterli mi?)

-Çalışanların bilişsel düzeyleri yeterli değilse, bunu yükseltmek için ne yapılması planlanıyor?

-Çalışanların, sunulacak alt yapıyı kullanım imkânları nelerdir? (Ofis, mağaza, ev içinden eğitim akademisine nasıl bağlanacaklar? Seslendirmeli eğitimleri dinleyebilecekleri donanım mevcut mu? İnternet erişimlerinde kısıtlama var mı? )

-Çalışanlarla şirket arasında bir iç iletişim platformuna ihtiyaç var mı? Varsa ne için kullanılması planlanıyor?

-Çalışanların eğitimleri alırken ki hangi adımlarının raporlanması isteniyor mu? (Eğitime ne zaman girdi? Kaç kere girdi? Yüzde kaçını tamamladı? gibi)

-Farklı ne tip raporlar isteniyor?

-Mevcut İK yönetim sistemleriyle entegrasyon isteniyor mu? İsteniyorsa hangi İK yönetim sistemine sahipsiniz?

Kolaylıklar dilerim.

Mustafa Yücelgen

E-Öğrenme İçerik Standartları Nelerdir?

Bilgi Kurdu Eöğrenme StandartlarıFarklı firmalar tarafından geliştirilen içeriklerin, öğrenme (eğitim) yönetim sistemlerinin (LMS) ve farklı eğitim yazılımlarının uyumlu çalışabilmesi için bunların belli standartlarda üretilmiş ve tasarlanmış olması gerekmektedir.

E-öğrenme teknolojileri alanında standart geliştiren belli başlı dört organizasyon vardır:

-AICC [Aviation Industry CBT (Computer-based Training) Committee] – AICC

-IMS Global (IMS Global Learning Consortium, Inc.)

-IEEE (Institute of Electrical and Electronics Engineers) LTSC (Learning Technology Standards Committee),

-ADL (Advanced Distributed Learning) - SCORM

Yaygın Olarak Kullanılan SCORM Standartlarının Detayları Nelerdir?

SCORM, Shareable Content Object Referans Model (Paylaşılabilir İçerik Nesne Referans Modeli) sözünün kısaltmasıyla oluşur. E-öğrenme içeriklerini farklı eğitim yazılımlarında kullanıcı verisi üreterek çalışması için, içerik yönetiminde bir iskelet oluşturur.
Teorik olarak bir SCORM nesnesi şu tanımlara sahip olmalıdır:

  • Kalıcılık (Durability):İçerik, maliyetini karşılayabilmesi için tutarlı olduğu sürece kalıcı olmalıdır.
  • Taşınabilirlik (Portability):İçerik bir sistemden başka bir SCORM destekli sisteme taşına bilmelidir.
  • Tekrar Kullanılabilirlik (Reusablity):İçerik tekrar tekrar kullanılabilir olmalıdır. Modüller farklı şekillerde düzenlenebilir olmalıdır.
  • Çok Yüzlülük (Interoperablity):İçerik bir sistemden başka bir sisteme taşındığında da çalışıyor olmalıdır.
  • Erişilebilirlik (Accessiblity):İçerik, içerik kütüphanesinden erişilebilir olmalıdır. Bu da belirli metadataların içerik paketine eklenme zorunluluğunu getirir.

Pratik olarak anlatacak olursak:

Diyelim ki bir DVD satın aldınız. İzlemek için sabırsızlandığınız DVD’nin, eve vardığınızda Sony DVD oynatıcınızda düzgün görünüp görünmeyeceğini düşünmesiniz. Çünkü bilirsiniz ki DVD oynatıcı markanız ne olursa olsun, satın aldığınız DVD’ler mutlaka oynatıcıda sorunsuz çalışacaktır. Bunun sebebi DVDlerin belli bir endüstriyel standartlar gözetilerek üretilmiş olmasıdır.

İşte SCORM standardı da e-öğrenme içeriklerinin, bu standarda sahip öğrenme yönetim sistemlerinde sorunsuz çalışmasını sağlar.

Peki E-öğrenme İçeriklerinde Neden SCORM Standardı Kullanalım?

SCORM, farklı platformlarda paylaşılabilecek, çevrimiçi (online) eğitim içerikleriyle ilgili veriler üretmek için ortaya konmuştur. Bu verilerin nasıl üretileceğini modeller ve tanımlar.
Eğer kullanıcılarınızın e-öğrenme içeriklerini ne zaman, ne kadar, kaç kere izlediğini, içindeki testlerden kaç puan aldığını bilmek istiyorsanız SCORM standardı ile üretilmiş bir içerik ve bu standarda sahip bir öğrenme yönetim sistemi seçmeniz gerekir.

İki tip SCORM standardı var: SCORM 1.2 ve SCORM 2004 (SCORM 1.3)

Peki Hangisini Seçelim?

Bize en doğru tercih 1.2 versiyonu olmasıdır. Çünkü SCORM 1.2 Ekim 2001′de yayınlandığında sektöre çok büyük bir rahatlık getirdi. Bu rahatlık üretilen içeriklerin farklı platformlara entegre edilmesi süresinin kısalması ve üretim maliyetlerinin düşmesine neden oldu.

Bu sayede dünyada ve Türkiye’de iş yapan pek çok  e-öğrenme firması, bu standardı benimsedi ve kısa sürede az bir zahmetle üretilebilen, hatasız çalışan bir içerik üretim modeli yarattılar.

SCORM 1.2, Bilgi Kurdu‘nun da katkıda bulunduğu yeni bir model olan SCORM 2.0 olarak adlandırabileceğimiz TinCanApi yaygınlaşana kadar, eğer yapabilirse,  endüstriyel standart olarak uzun yıllar kullanılacaktır.

2004 versiyonundaki tek farklılık, kullanıcıların içerik içinde gezinmesini belli kurallara bağlayabileceğiniz bir modelin tanımlanmış olmasıdır. Ancak önerilen bu model, adaptasyon zorlukları, SCORM 1.2′ye göre daha karmaşık veri seti ve yoruma açık programlama alt yapısı ile uyum problemlerini beraberinde getirerek kullanımı konusunda riskler yaratmıştır.

DNA LMS – Yeni Jenerasyon Öğrenim Yönetim Sistemi

Öğrenim Yönetim Sistemi

Öğrenim Yönetim Sistemi

Kişilerin bilgi düzeylerini ölçen, eğitsel ihtiyaçların tespit edilmesine yardımcı olan, eğitim içeriklerini internet üzerinden veren ve eğitim planlamasını yapan internet tabanlı ölçme-değerlendirme, eğitim ve anket yazılımı DNA LMS yenileniyor.

Bilgi Kurdu tarafından geliştirilen, personel, acente ve bayilerin çeşitli konulardaki bilgi düzeylerini ölçmek, eğitsel ihtiyaçların tespit edilmesini sağlamak, eğitim içeriklerini internet üzerinden vermek ve eğitim planlaması yapmak amacıyla kullanılan DNA LMS öğrenim yönetim Sistemi, konusunda uzman insan kaynakları danışmanları ve firmalardan gelen talep ve ihtiyaçlar doğrultusunda geliştirilerek yenilendi.

DNA LMS v3, işe alım, yetkinlik bazlı ölçümler, kariyer gelişim takibi, organizasyonel kaynak planlaması, sınıf eğitimleri yönetimi gibi farklı amaçlar doğrultusunda kullanılabiliyor.

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