eLEARNING APPROACH eBIG3 : DEVELOPMENT , DELIVERY , AND EVALUATION

In this report in addition to previous results we present the evaluation results of multi-screen e-learning courses – eBig3. It is a new approach and technology to lifelong learning embodying effective integration of popular television, Internet, and mobile phones technologies. We present the results of ten eBig3 pilot courses delivered in 2013 in Latvia. The target group of eBig3 courses was society at large. It demonstrates radical increase of registration in eBig3 courses compared with the traditional registration in the Internet. The course delivery was more successful than that of blended learning courses. The new approach strongly increases the availability of e-courses, and contributes to closing the gap between the expectations for future life-long-learning and real achievements. We didn’t observe connection between learner’s age and attitude towards the usage of SMS in the eBig3 approach

E-Inclusion Modeling to Improve Digital Skills of Society

E-iekļaušanas modelēšana sabiedrības digitālo prasmju attīstībai Rakstā pētīta digitālā plaisa un dotas rekomendācijas, kā pārvarēt to, lai iekļautu mūžizglītībā, it īpaši eapmācībā sabiedrību. E-iekļaušana - atsevišķu cilvēku un sabiedrības iesaiste visās ekonomikas un sabiedrības dzīves jomās ar aktīvu informācijas un komunikācijas tehnoloģiju pielietojumu starpniecību ir Eiropas Savienības mērķis, kas noteikts i2010 un 2006. gada Eiropas Savienības ministru Rīgas eiekļaušanas deklarācijā. E-iekļaušanas deklarācijā noteikto mērķu īstenošana veicinātu ekonomisko rādītāju izaugsmi, sekmētu labklājību un paaugstinātu dzīves līmeni. Tomēr, kā liecina Eiropas Savienības progresa ziņojumi, e-iekļaušanas deklarācijas mērķu sasniegšana kavējas, tajā skaitā sabiedrības digitālo prasmju un kompetenču uzlabošana. Nepieciešams noteikt, kas kavē sekmīgu e-iekļaušanas deklarācijā noteikto mērķu sasniegšanu. Raksta mērķis ir identificēt faktorus, kas ietekmē digitālo prasmju un kompetenču uzlabošanu, to izmantošanu e-apmācibas procesā. Rakstā tiek izmantotas zināšanu vadības iespējas, kas ļauj iegūt, strukturēt, vizualizēt un radīt jaunas zināšanas par e-iekļaušanas deklarācijā noteikto mērķu sasniegšanu ietekmējošiem faktoriem. Izmantojot EKD (Enterprise Knowledge Development) modelēšanas metodi, tiek veidots e-iekļaušanas un e-apmācibas modelis, kas atspoguļo eiekļaušanas deklarācijā noteikto mērķu sasniegšanai nepieciešamos apakšmērķus, procesus, likumus, iesaistītās personas un resursus, tehniskās komponentes un prasības. Veidojot EKD modeli, zināšanu ieguves avoti ir dažādu pētījumu rezultāti par e-iekļaušanas procesiem, kā arī Eiropas Savienības un Latvijas valdības oficiālie dokumenti. Modelis ļauj izsekot, kā savstarpēji ir saistīti e-iekļaušanas deklarācijā noteiktie mērķi un dažādos zināšanu ieguves avotos ieteiktie deklarācijas mērķu sasniegšanai nepieciešamie procesi, likumi. Balstoties uz izveidoto modeli, veikta deklarācijā noteiktā digitālo prasmju un kompetenču paaugstināšanas mērķu sasniegšanu ietekmējošo faktoru analīze, nosakot iespējamos šķēršļus un veicinošos faktorus. Izvērtēta EKD modelēšanas metodes piemērotība e-iekļaušanas modelēšanai. Ar EKD metodi veidots e-iekļaušanas modelis nākotnē ir viegli papildināms ar jaunu pētījumu rezultātiem, modelis ir izmantojams turpmākā e-iekļaušanas un a-apmācibas procesu detalizācijā un modelēšanā

Wiki Approach and Student Engagement in the Learning Process

Wikis are one of Web 2.0 tools that can be used in the e-learning process. This article investigates how to engage students to use wiki environment. The study is based on cognitive learning theory and engagement theory. This article evaluates how learner's activity in wiki depends on interaction with teacher. Direct observation, subject teaching, literature and wiki statistical data are used to analyse student activity in a wiki environment. The results of the research indicate that appliance of wiki in informal adult learning is low when teacher do not facilitate learning process. Moreover, the author makes some recommendations for improving learning process in wiki environment to support education for sustainable development

A Study of the E-Inclusion Process in a Real-Life E-Course Delivery Context

The study measured the degree to which e-inclusion was achieved in selected e-course subtopics by their practical usage probability. We proposed the model in which practical usage probability was determined by the following factors: the degree to which the expert was willing and able to share knowledge; the degree to which the students were willing to learn; the learning capacity of the students; the degree in which the organization supported learning development; the degree in which the organization promoted learning. Our purpose was to identify practical usage probability in relations to the following variables: the teacher’s support and knowledge; the learners’ professional reasons, their hobbies and social interests; their self-evaluations in basic computer and Internet skills; their knowledge content before and after the course. Other factors that the study took into account were learner ease of e-course navigation; formulation of learning objectives; and mastery of task performance. The study was based on evaluating a group of five hundred learners. For those learners who had entered the course with prior knowledge, the results showed that they demonstrated a higher practical usage probability of the course content knowledge and skill

E-Inclusion Modeling for Blended E-Learning Course

This study aims to address the e-inclusion problem that relates to the inclusion of as many individuals as possible to enjoy benefits of information and communication technology. Study contributes to research of e-inclusion in context of blended e-learning. In this paper we propose architecture designed to predict e-inclusion degree of student based on machine learning and intelligent agent approach. We identified two main processes in the e-inclusion prediction system. The first process consists of agent learning activities. Intelligent agents learn the most appropriate algorithm to predict e-inclusion degree of student based on linear regression or cluster analysis. The second process includes activities to predict e-inclusion degree of student. This process covers analysis of e-inclusion risks and communication between student and instructor also. Proposed e-inclusion model consists of goal diagram, use cases diagrams and main algorithms of the system

A Knowledge Management Model to Promote E-Inclusion

This paper addresses the Information Communication Technologies (ICT) gap. The progress report of the European Commission indicates that the targets of the e-inclusion declaration cannot be reached by 2010 and have been delayed. This paper investigates the reasons for the delay and what factors would promote reaching the deadline at an earlier time. This study is based on the Enterprise Knowledge Development (EKD) model that provides the advantage of structuring the research and collect knowledge from a variety of sources that may be successfully applied to the investigations of this model. Moreover, the EKD model has the advantage of creating new knowledge. The paper seeks to identify and categorize the major obstacles for overcoming the ICT gap as well as the most significant factors that promote overcoming it. Furthermore, the designed e-inclusion model is usable for further modelling of other e-inclusion processes and supports sustainable e-learning development

E-Inclusion Measurment by E-Learning Course Delivery

Our purpose was to identify how practical uses of digital skills could be improved in the context of an e-learning course. For this purpose, we identified certain variables to be correlated for practical uses probability as a guide for their effectiveness for e-learning quality assessment. The study identified the following variables: the instructor’s support, the students’ interest, self-evaluations performed by the students in content knowledge before and after the topics of the e-course, and an evaluation of the e-learning environment and materials for quality. The study was based on evaluating a group of five hundred learners. We designed four types of questionnaires and one interview to assess different aspects of the course topics that affect the practical uses of digital skills. The authors applied knowledge management theory and statistical analysis. We developed a formula for multiple linear regression equations for practical uses of digital skills probability and as potential predictors for effective delivery of different topics of an e-learning course. The results indicated that the key factors for determining practical uses probability in the e-inclusion model for an e-learning course were: the degree of evaluation of the e-learning environment and materials for quality and the degree of students’ willingness and ability to learn.

User Analysis for E-Inclusion in a Blended Learning Course Delivery Context

The authors’ purpose was to analyse users of the blended e-learning course “Improvement of ICT skills” in context of e-inclusion and determine indicators for e-inclusion facilitation. We applied a practical use probability model to perform the analysis that identified the following factors: the degree to which the instructor was willing and able to share knowledge; the degree to which the students were interested and had the capacity to learn; and the degree to which the sponsoring organization supported and promoted learning. The study was based on evaluating a group of five hundred vocational teachers who were the learners. Our results indicated that the quality of e-learning materials and environment, instructor's support, student willingness and ability to learn were attributes that could impact learning carry-over and promoted e-inclusion

eLearning Approach eBig3: Development, Delivery and Evaluation

In this report in addition to previous results we present the evaluation results of multi-screen e-learning courses – eBig3. It is a new approach and technology to lifelong learning embodying effective integration of popular television, Internet, and mobile phones technologies. We present the results of ten eBig3 pilot courses delivered in 2013 in Latvia. The target group of eBig3 courses was society at large. It demonstrates radical increase of registration in eBig3 courses compared with the traditional registration in the Internet. The course delivery was more successful than that of blended learning courses. The new approach strongly increases the availability of e-courses, and contributes to closing the gap between the expectations for future life-long-learning and real achievements. We didn’t observe connection between learner’s age and attitude towards the usage of SMS in the eBig3 approach

ELU - Results of Technology Verification

iDTV is a technology whose potential for learning is just now being explored. The development of this technology coincides with rapid technological advances and the increasing demand for lifelong learning as well as leisure time learning. More and more adults need skills training or retraining, children and young people need help with numeracy and literacy, retired citizens enjoy the leisure to travel and want to learn about historic sites and monuments they plan to visit. Yet ICT, once believed the answer to the needs of home based leaning has leveled off at around 40 to 60 in most European homes, even after wide availability of cheap models and active promotion. Mobile learning has emerged as a “just-time” learning solutions, but it is yet in the experimental stages and broad based delivery is not available. Yet many options and solutions are needed to address the learning needs of an increasingly technological, knowledge-based society. Therefore, it is important that the traditional TV, the most popular media format should address an increasingly compelling market. To most people the TV is a fond a familiar friend which people trust and feel at ease with. Nearly every European household has one, the count is already to 98% households. Edutainment is already available, such as the Discovery and History channels that have loyal, steady audiences, but these are for passive viewing and provide little opportunity for interactive learning that are necessary for knowledge application and retention