How do you organize your eLearning?
Which sources do you use to organize your online training?
The spread of COVID-19 has forced millions of students and teachers to move their communication online. I would like to know how do you solve this problem with your classes?
My personal ways are;
1. Creating eLaring courses with iSpring free version with assessment and run in Moodle (LMS)
2. Create video based courses using screencast and host these in Moodle (LMS)
3. Organize live classes using zoom or meet with the students
4. Deliver seminar lectures using zoom, meet or team
These are my personal preference and works fine with me.
My personal ways are;
1. Creating eLaring courses with iSpring free version with assessment and run in Moodle (LMS)
2. Create video based courses using screencast and host these in Moodle (LMS)
3. Organize live classes using zoom or meet with the students
4. Deliver seminar lectures using zoom, meet or team
These are my personal preference and works fine with me.
I use to produce (long time before Corona) mini-lectures of about 10-20 minutes. I produce the powerpoint slides and record a presentation using Camtasia; the picture of myself is a small one in the lower left edge. The built-in camera of my iMac is good enough, but I use a good microphone (Yeti). Camtasia allows post-production (mostly cutting away parts of the start before I speak and at the end, also intervals when I coughed etc.). Then I start "producing" and I let the system produce a mp4-file which is uploaded into the Moodle or Google Classroom System. There are alternatives to Camtasia, but I use it since about 10 years.
En lo particular, considero este momento tan difícil para la Humanidad, como una oportunidad a la redimensión de la Educación a Distancia, específicamente la centrada en el Aprendizaje en Línea.
Esto requiere para todos los docentes, desaprender para reaprender. Ha sido un ruptura con la dinámica habitual del aula, que se confronta con las aspiraciones de autoaprendizaje y autonomía que no está presente en los estudiantes.
He asumido tres caminos: poner en práctica la experiencia en Educación Superior a Distancia, comprometerme con la formación de mis colegas y repensar mis conceptos sobre la educación a distancia pensada en niños y adolescentes.
Manejo el entorno virtual que sea más accesible al estudiante, si me toca elegir, y si es una política institucional produzco tutoriales de uso para estudiantes. Combino actividades asincrónicas con sesiones de acompañamiento sincrónico (no mayores a 45 minutos). Uso mucho Genially, Canva, Moodle, Google Workplace (antes GSuite).
Un cordial saludo, GMG
I had fostered blended learning long before the COVID19 outbreak; see here: Conference Paper EXPERIENCES WITH A BLENDED LEARNING CONCEPT IN A FIRST YEAR ...
To summarize:
- A Moodle course is the central hub
- Students have all the theory available in Wikis and short video lectures and a place to discuss (moodle boards)
- Problem sets need to be solved every week - either alone or in (virtual) groups
- Once the solution is uploaded a sample solution (as a screencast) is automatically provided within moodle
- Every week the students have to do a test (hybrid of formative and summative) to check their knowledge of the course material
- There are synchronized meetings and consultation hours as well as the possibility to get feedback or ask questions (nearly) anytime in an asynchronous manner either via online meetings or message boards (Slack) The meetings where in-class prior to COVID19 but there was no problem switching them to online-meetings
- At the end of each bigger block there is a further summative exam. Normally this would be a paper-pencil exam, but we shifted these exams to a complete online setting during March and April this year and had virtually no problems (about 800 exams done so far)
So, when we had to switch to complete online courses I had 90% in place. Of course the last 10% also took some time to set up, but I am happy that my courses where running without interruption during the lockdown.
This fall semester I am trying out online-groupwork for the first time using breakout rooms. The first two session went quite well and students are very involved up to now. We will see what the rest of the semester looks like.
A great approach would be to create an eLearning using an already developed LMS (Learning Management System).
Popular CMS like Wordpress already offer solutions for this problem (like LearnPress, LearnDash) which are presented as free modules.
They offer you a few in-built functions, like managing group members, classes, lessons, assign them tasks and give them quizzes. Also, you will be able to track their progress and evaluate it.
The simple method of the video lecture and WhatsApp video and written explanation
For the development of my online courses and subjects, I use Socrative as a virtual learning environment. I believe that you have all the necessary tools for an efficient development of online training.
My main sources of information are the courses provided by the Ministry of Education and the enriching talks with colleagues who work within the online training sector.
The problems in the online teaching and learning process are multiple, but as a general rule, I try to maintain adequate communication with the students, that positive emotions are strengthened during the course, the contact links between the students and the students are strengthened. that they have adequate feedback on their development, avoiding that they feel alone in the E-learning adventure.
I work in manufacturing but I am involved in training manufacturing staff. I have created some interactive online training on a programme called SuccessFactors. I have managed to link it to documentation which is accessible through a share point site. This has proven quite successful as an alternative to class room trainin. although I do believe interactive classroom training holds more value. Post pandemic we will probably continue with both methods. The online training will be good as an annual refresher to support the classroom training.
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