TOWARDS USABILITY INTEGRATION INTO E-LEARNING DESIGN

While e-learning use has sharply increased, the drop-out rate is high. This paper addresses some of the aspects that cause users to reject e-learning and not finish. It focuses on the concept of “usability”, especially pedagogical usability that is currently central to usability design. While the term is nebulous, it is identified by attributes such as learnability, efficiency and (subjective) satisfaction. Attributes can be measured and designers add new ones as the need arises. Satisfaction has become the focus of pedagogical usability experts who claim the term includes motivational and emotive factors and may be measured by psychometric testing. Currently, efforts are underway to integrate pedagogical usability into e-learning design and create attractive, flexible features that are easy to handle and available on demand. Efforts are also underway to design mobile learning that incorporates usability principles. Usability improvements have been incremental because the e-learning process is not clear to designers, but it is expected that awareness and innovations will correct this problem in the future

Concept of Learner Behaviour Data Based Learning Support

AbstractIn this article we present our developing progress with the multi-screen e-learning system initially developed and named as eBig3 system that gives users learning access by the means of computers, mobiles and TV, depending on their choice. In the new project JAUZI we build on our previous experience. We identified that insufficient learning support in traditional eLearning settings is the key obstacle to the broad deployment of eLearning and a cause for the high drop-out rate from these programs. As a remedy for this problem, we developed an algorithm to track user trajectories and to identify problem areas. Here, we present the analysis of the data we gathered and used to assign further user support provisions. The particular support provisions we designed were based on a multiple messaging system: SMSs to users, to teachers and also emails to users and teachers. The JAUZI support system is designed respond to potential critical actions in learners’ behaviour and to quickly provide a remedy

Towards Usability Integration into eLearning Design

While e-learning use has sharply increased, the drop-out rate from e-programs is high. The paper addresses some of the aspects that cause users to reject e-learning and not finish the curriculum. It focuses on the concept of “usability”, especially pedagogical usability that is currently central to usability design. Ergonomics–positive human computer interactions–has become of great concern to many international organizations, including the International Organization for Standards (ISO). While usability is a nebulous term, it has been broken down into attributes such as learnability, efficiency, memorability and (subjective) satisfaction that can be measured. Satisfaction has become the focus of pedagogical usability and experts claim the term includes motivational and emotive factors that can be measured by psychometric testing. ISO has identified some attributes and has continued the process in subsequent directives. Leading usability designers have also added to the list that is expanded as innovations and subject specialties require it. Usability has taken its direction from ergonomics and HCI requirements and now has expanded to include online communities. It is only recently, however, that researchers have begun to perceive that e-learning is really a pedagogy and that technical developments need to support a dynamic, interactive learning environment. This awareness has focused researchers’ attention on ergonomic issues and pedagogic usability. It has been a challenge, however, to bring technological developments in line with subjective and motivational issues. Computer Based Education (CBE) has been one of the leaders in promoting pedagogical usability. The theory has been described as “socioconstructionism” that is part social, part individual where users create online learning communities and construct knowledge based on their pedagogical and social experiences applying the most recent “mindtools.” Designers are also currently developing dynamic authoring tools that can be simplified to match the needs of all levels of users and can be made available on the web. They feel that the expressive, flexible features of the software would be suitable to the interactive, dynamic scenarios that are suitable for pedagogic environments. Mobile learning as well has entered the field of pedagogical usability design. It adds a ubiquitous dimension to e-learning. While full course delivery does not yet exist, mobile learning is undergoing a dynamic evolution as a learning tool that may offer greater usability integration in the future. E-learning development is based upon the principle of iteration where the tested results define the next step. Therefore, it is important to test frequently. Two main type testing methods are: heuristics (by experts) and user testing by questionnaires and interviews. No testing method is complete, but even imperfect results give feedback on design issues and track project development to the next step. At present e-technology cannot match the dynamic, interactive requirements of pedagogical usability. Yet designers and producers are focused on the issue and may in the near future offer innovations that will bring comprehensive, integrated e-learning systems that offer flexibility, ease of handling and choice

Direct Assessment Initiatives within a Lifelong Learning Context

Technological innovations, globalization and a highly peripatetic workforce have created a need for universally recognized educational credentials. Moreover, the dynamic economic, political and social changes that innovations have brought about have made lifelong learning a paramount issue. While in the 1990s the learning focus was on vocational skills, in the twenty-first century lifelong learning has become a much more holistic experience. Learning competencies no longer refer to just occupational skills but also include personal growth, social and team interactions, management training as well as individual autonomy. While ICT is still an important component, the context is now much broader and includes socio-political, psychological and educational dimensions that recognize that individuals are not solitary beings but interact with society and organizations. This paper looks at some EU initiatives, especially the EQF and the LQF, the Latvian Qualifications Framework that is derived from the EQF. It also looks at some American initiatives where direct competencies assessment is currently in operation at about 5% of the higher education institutions. The author concludes that while important steps have been taken to create a universally recognized education assessment criteria for lifelong learning, these criteria at present do not have universal validity. Moreover, they are still too vocationally and business orientated. More needs to be done to develop cognitive learning abilities to build relevant interactions between theory and practice

Educating the Future with Disruptive e-Learning Solutions

e-Learning is having a strong impact on Higher Education. It is reinventing approaches to education and is causing sharp debates among its practitioners about the future direction of learning. Advocates argue that elearning is a viable option to combat the high cost of higher education; that it extends educational opportunities to a greater number of students; that it trains students for the emerging Knowledge Economy. In fact, the e-learning education market has seen a continuous influx of new players; not only are traditional universities going online, but for-profit universities are emerging, some having a global reach, and most recently MOOCs (massive online open courses) that are offered as online education for free—many from elite universities that were the last to go online. These developments have created debates over assessment and accreditation. Educator Clayton Christensen calls e-learning “the great disrupted” that is transforming the higher education landscape. Yet even with the steady increase of e-learning options, e-learning is still regarded as inferior to traditional forms of learning. Critics regard is as too business and vocationally orientated, unmindful of questions of quality. This paper looks at some of the issues surrounding the controversy of e-learning options and makes some recommendations as to its improvement

Evaluating Available Educational Options for M-Learning Applications

Mobile learning has appeared on the market as an attractive educational option and has produced some promising results, but it is still in the experimental stages and many problems need to be worked out to allow for full-course delivery. At present it functions best as a learning support tool. M-devices are still in the first generation and their full pedagogical potential is yet to be explored, but it appears that m-learning is on the edge of becoming an exciting educational alternative. M-learning developed in response to the great popularity of m-devices in our hi-tech society, especially among the young. It also has promise as an option for providing continuing education and training for adults; an important area since upgrading of work skills is increasingly demanded by employers in a rapidly innovative society. Moreover, education has become “life-long” and with increased leisure people are interested in self-improvement learning. Other target groups identified as amenable to e-learning are nontraditional learners, drop-outs, and the learning impaired. The paper evaluates the role mlearning has assumed as an educational option and examines some of the groups, environments, and application formats that this technology has served. It also looks into the future and the applicability of m-learning to the emerging nations whose weak telecommunications infrastructure makes this type of learning especially relevant. The paper sees m-learning as a clearly dominant trend in a rapidly developing innovative society whose long-term impact and consequences are as yet unforeseen

The Capabilities Approach as a Lifelong Competency Assessment Framework

The Capabilities Approach is an interdisciplinary tool that is applicable in a number of settings. The approach was developed by economist and philosopher Amartya Sen in his work with quality of life issues in India that led to the creation of the Human Development Index (HDI). Sen’s contribution is in the assessment of quality of life issues. For Sen, human well-being is as important a factor as traditional economic concepts such as GDP and cost-benefit analysis. Moreover, the Capabilities Approach moves beyond human capital theory that views human labor, education, and other activities as tandem to the GNP and instead, provides a human centered analytical concept. The framework helps planners to orientate projects, to measure the satisfaction of target groups, and promote accessibility and egalitarian resource distribution. The effectiveness of the capabilities approach is analyzed in terms of functionings. The dynamic interdisciplinary character of the approach has allowed to be applied as an analytical tool to a number of disciplines. The author argues that the capabilities approach is also applicable to education in a lifelong competency-based learning context that offers a feasible alternative pathway to adult learners by addressing issues of quality, personal aspirations and satisfactions that make education and life worthwhile. Sen’s approach has been criticized for being incomplete. Yet its contribution is undeniable. The Capabilities Approach highlights particular spaces for evaluating individual opportunities and successes that are particularly applicable to a lifelong learning context

Context Sensitive M-Learning Objects to Correspond to Content-Level Requirements

Šajā publikācijā aprakstīta lietotājjūtīga, personalizēta pieeja m-studijām, kura var tikt izmantota "īstajā brīdī un īstajā vietā"un atbilst dažādiem zināšanu apguves līmeņiem. Tā balstīta uz mūsu pieredzi, veidojot trīs m-studiju mācolus (learning object). Pirmais ir Ziedu vārdnīca, kas sniedz pamatzināšanas ainavu arhitektūrā un palīdz identificēt dekoratīvos augus, otrais ir Profesionālā saziņa -tas palīdz veidot profesionālās saziņas dokumentus tieši darba vietā un attīsta komunikāciju prasmes. Trešais mācols dod iespēju apgūt siltumsūkņa izmantošanas un uzbūves pamatus un palīdz apgūt zināšanas, kas nepieciešamas sertifikācija

eEcosystem Driven eLearning vs Technology Driven e-Learning

eEcosystem is an innovative cross-media learning approach that goes beyond traditional web-based learning design strategies. The approach combines wide availability of television and mobile technologies with the capacity and flexibility of Internet based e-learning. This approach allows the learner to use either a single learning delivery system (depending on availability and preferences) or a complementary combination of two or three delivery systems, thus supporting the anywhere, anytime — by any preference—learning paradigm. The development of the eBig3/ETM learning solutions includes integration of technical aspects of cross-media learning content delivery. Moreover, the approach incorporates pedagogical and usability principles based on an understanding of the target users learning needs and their contexts

LITES: Intelligent Street Lighting for Energy Saving

LITES project offers real-life applications for the optimal testing of intelligent street lightning for energy saving technology that spans across a variety of local conditions and enabling the sharing of best practices of design, implementation and exploitation of the LITES technology in various locations and environments