eLearning

=eLearning=

450 page book on eLearning - at this link

VET e-standards AU at this link

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=International Journal of Online Pedagogy and Course Design at this link=

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Microsoft Sky Drive provides me with 25Gb (quite a lot) of virtual storage space (hence the cloud) for my files. It also allows me to use Microsoft Word, Excel and Powerpoint. And it is all FREE. []
 * cloud computing**

The International Review of Research in Open and Distance Learning ([|www.irrodl.org])

http://sharingweb20.wikispaces.com/

35 Years of Video in Education: What Has Changed at this link

Evaluation of Evidence-Based Practices in Online Learning - A Meta-Analysis and Review of Online Learning Studies (USA) 2009 at this link

Classroom 2.0 community at this link

eLearning for industry []

Lorn []

eLearning Standards []

2010 benchmarks []

Learning in an Online World: Bandwidth Implementation Plan (304 kb) Bandwidth Implementation Plan 2004–05. The National Implementation Plan 2004–05 provides the detail critical to realising the intent of the action plan, including identification of opportunities for collaborative work with the other education sectors and Commonwealth agencies.

Learning in an Online World: Contemporary Learning (1008 kb) Published 2005

Learning in an Online World: Content Specifications Framework (2028 kb) Published 2006, following approval by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA meeting in Brisbane on 6 & 7 July 2006.

Learning in an Online World: Content Strategy (280 kb) This document sets out the vision and strategy of Ministers of Education in Australia and New Zealand for continued provision of online curriculum content beyond 2005.

Learning in an Online World: Leadership Strategy: (345 kb) Published 2006, following approval by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA meeting in Brisbane on 6 & 7 July 2006

Learning in an Online World: Learning Architecture Framework (969 kb) Learning Architecture Framework: Learning in an online world. Learning in an online world 2003 – 06 articulates national priorities for action by schools and associated educational organisations. A key infrastructure priority is a Learning Architecture that supports teachers, students and administrators to effectively plan, design, deliver, assess and report.

Learning in an Online World: Learning Spaces Framework (1223 kb) Published in April 2008 following out of session approval from State, Territory and Commonwealth Ministers for Education and Training

Learning in an Online World: Pedagogy Strategy (322 kb) Pedagogy Strategy : Learning in an online world. Focuses on ICT as an enabler of good pedagogy. It highlights issues for consideration when planning for integration of ICT in the learning environment. MCEETYA, 2005.

Learning in an Online World: Research Strategy (195 kb) Research Strategy: Learning in an online world. Learning in an online world 2003 – 06 articulates national priorities for action by schools and associated educational organisations. Innovative applications of technology will enable teachers and researchers to collaborate on advances in learning, and ensure that schooling sector research is easily accessible to teachers, parents and the community.

Teaching Quality Principles and Guidelines for the Application of Educational Technology
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[] 2011 Horizons Report

Enabling workforce development:insights from industries using e-learing []

@http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Key findings

The meta-analysis of 51 study effects, 44 of which were drawn from research with older learners, found that;
 * //Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.//


 * //Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.//


 * //Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning.5//


 * //Most of the variations in the way in which different studies implemented online learning did not affect student learning outcomes significantly.// Analysts examined 13 online learning practices as potential sources of variation in the effectiveness of online learning compared with face-to-face instruction. Of those variables, (a) **the __use of a blended rather than a purely online approach__ and (b) the expansion of time on task for online learners were the only statistically significant influences on effectiveness.** The other 11 online learning practice variables that were analyzed did not affect student learning significantly. However, the relatively small number of studies contrasting learning outcomes for online and face-to-face instruction that included information about any specific aspect of implementation impeded efforts to identify online instructional practices that affect learning outcomes
 * //The effectiveness of online learning approaches appears quite broad across different content and learner types.//
 * //Effect sizes were larger for studies in which the online and face-to-face conditions varied in terms of curriculum materials and aspects of instructional approach in addition to the medium of instruction//
 * //Blended and purely online learning conditions implemented within a single study generally result in similar student learning outcomes.// When a study contrasts blended and purely online conditions, student learning is usually comparable across the two conditions
 * //Elements such as video or online quizzes do not appear to influence the amount that students learn in online classes.// The research does not support the use of some frequently recommended online learning practices. Inclusion of more media in an online application does not appear to enhance learning. __ The practice of providing online quizzes __ does not seem to be more effective than other tactics such as assigning homework.
 * //Online learning can be enhanced by giving __learners control of their interactions with media and prompting learner reflection__.// Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals.
 * //Providing guidance for learning for groups of students appears less successful than does using such mechanisms with individual learners.// When groups of students are learning together online, support mechanisms such as guiding questions generally influence the way students interact, but not the amount they learn.
 * //Elements such as video or online quizzes do not appear to influence the amount that students learn in online classes.// The research does not support the use of some frequently recommended online learning practices. Inclusion of more media in an online application does not appear to enhance learning. __ The practice of providing online quizzes __ does not seem to be more effective than other tactics such as assigning homework.
 * //Online learning can be enhanced by giving __learners control of their interactions with media and prompting learner reflection__.// Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals.
 * //Providing guidance for learning for groups of students appears less successful than does using such mechanisms with individual learners.// When groups of students are learning together online, support mechanisms such as guiding questions generally influence the way students interact, but not the amount they learn.
 * //Online learning can be enhanced by giving __learners control of their interactions with media and prompting learner reflection__.// Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals.
 * //Providing guidance for learning for groups of students appears less successful than does using such mechanisms with individual learners.// When groups of students are learning together online, support mechanisms such as guiding questions generally influence the way students interact, but not the amount they learn.
 * //Providing guidance for learning for groups of students appears less successful than does using such mechanisms with individual learners.// When groups of students are learning together online, support mechanisms such as guiding questions generally influence the way students interact, but not the amount they learn.

Conclusions In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, **blended instruction has been more effective**, providing a rationale for the effort required to design and implement blended approaches. Even when used by itself, online learning appears to offer a modest advantage over conventional classroom instruction. However, several caveats are in order: Despite what appears to be strong support for online learning applications, the **__studies in this meta-analysis__** **__ do not demonstrate that online learning is superior as a //medium//__**//,// In many of the studies showing an advantage for online learning, //the online and classroom conditions differed in terms of time spent, curriculum and pedagogy.// It was the //combination// of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.

In addition, although the types of research designs used by the studies in the meta-analysis were strong (i.e., experimental or controlled quasi-experimental**), many of the studies suffered from weaknesses** such as small sample sizes; failure to report retention rates for students in the conditions being contrasted; and, in many cases, potential bias stemming from the authors’ dual roles as experimenters and instructors. Finally, the great majority of estimated effect sizes in the meta-analysis are for undergraduate and older students, not elementary or secondary learners. Although this meta-analysis did not find a significant effect by learner type, when learners’ age groups are considered separately**, the mean effect size is __significantly positive for undergraduate and other older learners__ but not for K–12 students**. Another consideration is that various online learning implementation practices may have differing effectiveness for K–12 learners than they do for older students. It is certainly possible that younger students could benefit more from a different degree of teacher or computer-based guidance than would college students and older learners. Without new random assignment or controlled quasi-experimental studies of the effects of online learning options for K–12 students, policy-makers will lack scientific evidence of the effectiveness of these emerging alternatives to face-to-face instruction.

@http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf