Toward most efficient eLearning: eLearning consulting

This article is for eLearning consulting for a domestic institution. This article may be helpful to e-learning people or people who are interested in education. I’ve talked about key topics: video curation, the use of various learning activities, the implementation of customized learning, the use of OER, big data and learning analysis, and the use of badge systems.

  • Introduction of video curation service
    Currently, the content of the organisation is the lecture video + learning activity + evaluation modules. It is a method to perform learning activity after watching the lecture video and finally to solve evaluation problem. The method of evaluating during the lecture video viewing time is called video curation. It is already used in many learning systems, and can be implemented using activity called H5P in Moodle. Originally, this activity is provided as an independent service. Like PlayPosit, Nearpod, and EDpuzzle service, it can use Internet video url of arbitrary videos and to easily insert URLs, quizzes, additional annotations, etc. at arbitrary positions for learners to be used on-video-watching process, When a learner complete activities, Moodle can collect and store their learning outcome in the grade report.

  • Diverse learning activities
    Most of the learning activities of domestic contents currently being operated are in the form of quizzes, so there is a limit in providing diversity of education. In the case of the oversea LMS system, the learning activity is not only a quiz but also a bulletin board activity, mutual evaluation activity, and furthermore; for coding, symbolic math manipulation, and a lot more.  For example, evaluation of factor decomposition as a formula expression, coding can be check on the base of input/output unit testing architecture, or previously mentioned video curation are all feasible as activities. To maintain communication among learners, a bulletin board function can be used to grade other’s post comment. Also H5P activity can record frequent interaction during video watching process.

  • Utilization of OER
    It is preferable to use high-quality math video contents provided by Khan Academy as a part of mathematics curriculum, for example. You can also download the video and serve it by your own streaming service, if you are concerned about the content of the original video being changed frequently, because the video of the Khan Academy can be downloadable and usable offline. In addition, there are many other OER data or service, so content usage in conjunction with in-house developed contents is very helpful. The attached link is OKMindmap version of OER data utilization.  https://goo.gl/axzF1Q

    • Providing customized learning
      The provision of customized learning that meets the needs of various learners basically requires the progress of the sequencing / navigation that leads to the diagnosis of the level of the learner and to the content suitable for it. In Korea, SCORM 2400 standard was used for function in cyber home learning project, but ultimately it did not fully utilize most functions because of its complicated sequencing / navigation function and concept. The functionality of this sequencing / navigation is, in fact, well implemented in Moodle’s “Lesson” learning activities. It is possible to service each unit learning module contents by adding quiz problem to branch to content suitable for a learner level. Personally, I would like to suggest to implement the idea of “Moodle Lesson activity” concept for customized learning. On the slide # 5 below, we have a discussion of Moodle Lesson, and others explain how Moodle can enhance interaction and educational effectiveness.

 

    • Utilizing Big Data
      Big data utilization is a hot issue in all e-learning fields. If we only know what kind of data is stored in the current LMS (ie the connection time or the number of access for each unit module), it is possible to analyze the data for learners and contents. Analysis of learner ‘s total log information,  access time / access pattern per unit module (activity for Moodle) will let us to deduce the learners drop out from the learning course. In fact, Learning Analytics should be a helper for instructors and the learners. If the instructor should interact with the learner with the analyzed data, it will add the burden of the instructors. Overseas LMS is well equipped with features that automatically monitor the learner’s pattern and automate the task of sending warning / encouraging messages. Such functions should be developed and applied, and just let the instructor can monitor or notified about the process,  This will unburden the task of instructors or tutors and help to understand the course members status and accomplishment.

  • Planning of badge system (Moodle Sample)
    It would be better to design the badge system to be implemented in advance considering how to compensate the learners in advance. The compensation mechanism of the badge basically considers the four elements of Power, Access, Status, and Stuff(PASS).  Considering these options, it would be good to consider what reward is the most effective. It is necessary to decide eventually how to use or harmonise these two methods (manual or automatic), since the method of awarding the badge can be automatically awarded for online activities (as long as it support quality data for progress) or manually assigned by the instructor or tutor.

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