E-Learning

Under e-learning ( electronic learning english = " electronically supported learning ", literally: " e-learning " ) refers to as e- learning ( e- teaching ), be - understood all forms of learning, - a definition of Michael Kerres where electronic or digital media for the presentation and distribution of learning materials and / or to support interpersonal communication are used. For e -learning can be found as synonyms for terms such as: online learning ( online learning), tele- learning, multimedia learning, computer-based learning, computer-based training, open and distance -learning and Others

4.1 Virtual Education
4.2 Blended Learning
4.3 Content Sharing
4.4 Learning Communities
4.5 Computer - Supported Cooperative Learning
4.6 Web-Based Collaboration
4.7 Virtual Classroom ( Virtual Classroom )
4.8 Whiteboard
4.9 Business TV
4:10 Rapid E-Learning
4:11 microlearning
4:12 Process visualization modular content in the context of e-learning
4:13 3-D infrastructure platforms

History

Probably the first teaching machine was developed in 1588 by the Italian engineer Agostino Ramelli, when he invented a reading wheel for the King of France. Through this reading wheel, recourse was made possible in various literature sources without running back and forth.

1866 reported the New York loom developer Halcyon Skinner to a first U.S. patent on a machine with which spelling was practicing. Until 1936 700 additional patent applications have been confirmed for comparable " exercise machines ".

1938 developed BF Skinner and James G. Holland linear learning programs according to the law of operant conditioning ( Skinner Holland'sches Tutorial). Thus, the learner, the teaching material presented in small steps (frames), each followed by questions.

1959 Norman Crowder invented the branched learning programs in which a error-dependent presentation of the teaching contents was possible. This enabled the learning process to be individualized.

In Germany teaching machines have been developed since 1964, but not by ideas of Skinner / Holland even after those of Crowder. The learning programs that have been developed in Germany, the group training served. Examples of such machines are the teaching Geromat III, in which three students were required to state the correct answer to progress the learning material, and the learning program " Bachelor ". This program could simultaneously learn up to 64 people, it was possible branches and three different difficulty levels adjustable.

In 1971 in the U.S., the NSF (National Science Foundation ) launched two major projects with the aim to prove the efficiency of computer-assisted instruction for teaching. On the one hand, these were the project TICCIT (English: Time -shared, Interactive, Computer - controlled Information Television) and the second to the PLATO project ( engl.: Programmed Logic for Automated Teaching Operations ). As a conclusion of these two studies, the NSF was able to confirm the computer education as an effective tool.

In the early 1970s there were a number of research and development projects for computer-assisted instruction. Occupational education and training: In addition to use in schools is another focus developed. For example, interactive videos were used for behavioral training for sales staff. Developed in 1978 M.I.T. the Agency along with her customer Hertie one of the first computer -based training ( CBT) and the matching hardware " Videomit 2000 '. Since the early 1990s, the simulations were important from research aspects.

Since the late 1990s, the e-learning experienced by the spread of the Internet a strong upswing. The term "E -learning " has been established since the mid- 1990s. The Federal Ministry of Education and Research has since launched several initiatives. These include, for example, to launch the " Schools on the Net " (never the end of 2012 ), "New Media in Education" and "Notebook University ".

A glimpse into the future of e -learning offer research programs focus on innovation development and transfer of innovation at the center.

The Federal Ministry of Education and Research with several million EUR the use of ' digital media in vocational training '. Subject of such research projects include the development, testing and evaluation of new mobile learning opportunities in occupational training and development within research networks, consisting of universities, companies, schools and associations. Thus, the latest technical developments with current and future social and educational policy challenges identified are linked.
The European Commission promotes ADAM (Leonardo da Vinci program) e-learning approaches on Lifelong Learning ( Lifelong Learning ) aim, which may, inter alia expressed in the development of vocational competence via e-learning.

Definition

Under E -learning refers to the support of teaching and learning through digital media or tools. In addition to the expression of E -Learning, there are a variety of other terms, such as the computer-based learning, online learning, multimedia learning, etc. Since the definition of e-learning has not yet been covered generally accepted definition, an attempt was made to describe e-learning through various facets: Interactivity. , Multicodalität, Multimedia and multimodality

E -learning and related technology

E -learning can be based on very different technologies and are implemented in different educational scenarios. Are often discussed in the following variants:

Web - and computer -based learning

The term CBT (Computer Based Training ) refers to the work with learning programs ( educational software ) that can be used by learners temporally and spatially flexible and in which the learners are not in direct contact with the teachers and other learners. These programs can multimedia learning content ( such as animations or video documents) include and are usually distributed on CD- ROM or DVD. A CBT is a nichttutorielle primarily form of e -learning, in which the independent study is in the foreground and the communication, if ever, done in an asynchronous manner. CBT has been around since the 80s. For older computer-aided learning systems, there is also a variety of other names. For example. are the CAT (English: Computer Aided Teaching), CAI (Computer Aided Instruction and Computer Assisted Instruction), CBI (Computer Based Instruction), CAL, CUL ( " Computer Assisted Learning" ) (Computer Aided Learning rsp Computer Assisted Learning. ), CUU ( " computer Education " or " computer -assisted instruction " ), CBL (Computer Based learning / "Computer -based learning " ), CBE (Computer Based Education), CGU ( " computer-aided instruction " ), RGU ( " computer assisted instruction ") CUA ( computer based training ) or Cuív ( "Computer -assisted interactive video "). Other common names in English are the terms courseware or courseware.

The basic building block of web-based learning opportunities is the so-called WBT ( Web Based Training ) or ( Web-based Learning ) - an evolution of the CBT. These learning units are not distributed on a disk, but accessed from a web server online via the Internet or an intranet. The embedding into the grid offers a wide range of further possibilities of communication and interaction of the learner with the lecturer / tutor or its Mitlernern. So mails, news, chats and discussion forums associated with the WBT and audio and video signals can be streamed live. A further development of WBT towards a more communicative use of the learning platform. This supports various modes of communication, such as Chat and forums so as to encourage the users of the learning platform of direct exchange and applying the learned.

Authoring Systems

Authoring systems are development tools for the creation of digital learning opportunities. Their purpose is to create and prepare content for a learning opportunity. They provide, for example, lecturers the opportunity to develop content material for the web or a CD- ROM. There are easy -to-use authoring tools so that authors need not possess a greater knowledge of HTML, XML and Internet. These simple systems are useful when one wants to produce learning materials for a particular purpose, ie, with no intention to reuse the content for other courses later. If you want to reuse once produced learning content for different courses, recommend more powerful authoring systems. (This can work with XML technologies and be connected to a document management system).

Roughly speaking, authoring systems subdivided into:

Some authoring systems integrate all these functions. This means these authoring systems allow the creator of online courses to incorporate various media into a learning unit to create professional, dynamic and interactive learning content.

The course navigation and control is offered in some authoring systems by more or less exposed programming or scripting language ( to be able to define the "script" ).

A large part of the available authoring tools is designed to produce courses for fixed computers and laptops. However, some programs also allow learning programs specifically for other systems - such as PDAs or mobile phones - recycle. There are various media and file types such as text, graphics, video and audio. Special authoring systems are adapted to so-called learning environments and make it possible to create content exclusively for these learning systems. There are also authoring systems that support specific standards, such as SCORM, AICC or IMS Content Packaging. These authoring systems can create content for all learning environments that support these standards.

The easier an authoring system is to use, the more limited one is usually in shaping the content. Systems that can be a creator great creative freedoms, are often very complex and require a longer training period.

Simulations

Simulations are models which attempt to depict important characteristics of the real world in order to provide learners with free or deliberate experimentation or observation knowledge of structural or functional properties of the original. Complicating matters and processes of reality can be represented as simplified and reduced to the essentials, especially if real experiments are too expensive or too dangerous.

Video conference / Teleteaching

The videoconferencing creates virtual classrooms by allowing communicate spatially distributed learners and speakers together. This referred to as tele-teaching variant of e-learning is primarily characterized by the transmission of picture and sound. It enables a face teaching similar communication between teachers and learners who may have recourse to verbal utterances as well as on gestures and facial expressions. The TeleTeachingTool is limited by the relatively high technical requirements. With increasing bandwidth of Internet connections develop from this new technology eVideo formats and globally scalable forms of education such as MOOC.

Learning Management Systems

See main article learning platform

As a learning platform (English Learning Management System, LMS) are systems referred to the entire (or parts of) the workflow of event management of accounting processes, teaching and learning processes can support up to resources administration for the online and / or classroom courses.

The duties of an LMS may include in particular:

In some LMS is a teacher and include space management, which also subsequently may change dates and people and, if reports scheduling conflicts. These functionalities can be quite extensive, eg integrated Arbeitszeit-/Urlaubsverwaltung the teacher, storage of spatial data ( number of places available resources such as projectors or overhead projectors ), etc. From the available data can be later created comprehensive reports such as room occupancy data, lesson plans or learning progress of individuals.

Learning Content Management Systems

The job of a LCMS ( Learning Content Management System) is to create, reuse, locate, finishing and delivery of learning content (Content ). The content is often kept in a central repository in the form of ' reusable ' learning objects ( rlos ). Objects can be referenced by several different courses, so that in the case of an amendment, only a one-time change is necessary to bring all incarnations on the current state. Can be defined / implemented The LCMS has (as opposed to authoring tools ) on a user management which allows to assign specific rights different people and groups, so that, for example, for subject-specific experts, media designers, project administrators each have different access functions.

A multi-user functionality allows you to manage concurrent access, so that it can not happen that two users can make ( contradictory ) changes the same object simultaneously. Furthermore LCMS have usually a version control that allows to track the changes made.

One of the important tasks of a LCMS is the support of reusable learning objects ( rlos ). The aim is to prevent unwanted redundancies and conflicting information largely.

Content catalogs

Content catalogs support the exchange of learning objects - from complete courses to raw materials. Provider can specify supply conditions. Accesses are documented and, if necessary billed. These catalogs are often (in this case universities ) aligned very specific to a particular grade. See also content-sharing as a form of e-learning.

Digital Educational Games

See Digital Learning Game

Forms of e -learning

Virtual Education

Virtual Education refers to teaching that is conducted primarily through the Internet and does not involve significant amounts of classroom teaching. The spectrum of presentation forms of virtual teaching include webinars, web- supported textbook courses, Hypertext courses (eg with teaching texts, multimedia elements, animations and exercises), video-based courses (eg lecture including slides ) or audio-based courses or podcasts. Since virtual teaching, in contrast to classroom teaching and "blended learning" little opportunity for direct interaction exists, use teachers and students to communicate frequently electronic media such as chat rooms, discussion boards, voice mail or e -mail, or special platforms. Virtual Education plays a growing role in the context of the introduction of continuing education online master's degree programs at numerous universities.

Blended Learning

If the benefits of classroom events are linked with those of e-learning, it is called blended learning (English Integrated Learning ). Blended learning combines both while learning in a common curriculum (Curriculum). Blended learning is used particularly when, besides pure knowledge and the practical implementation should be trained (eg: OSH ).

Content Sharing

There are now websites that allow to exchange learning units. Such initiatives exist as a commercial or free deals. An example of a commercial initiative is UNIDOG.DE - here monetary incentives for the preparation of teaching contents are set. To guarantee quality of the published transcripts, flashcards or summaries rise. As a typical example for a non-commercial example forum can the Student Council Forum for Industrial Engineering at the University of Duisburg -Essen serve ( WiIng -DU ). Even with such local initiatives often shows a high demand, as documented by traffic WiIng - You show an example.

Learning Communities

Groups of people who have the same goals and / or professional interests, to build a common knowledge base of an information and communication system. Each member of this learning community can bring their own knowledge and thus the knowledge base is extended and customized on common learning processes.

Computer - Supported Cooperative Learning

Computer - Supported Cooperative Learning ( CSCL) describes learning approaches in which cooperative learning is supported through the use of computer-based information and communication systems.

Web Based Collaboration

The term Web Based Collaboration describes the collaboration of a learning task to a group of people over the Internet.

Virtual Classroom ( Virtual Classroom )

In the Virtual Classroom, the Internet serves as a communication medium to connect geographically separate students and teachers together. The virtual classroom thus enables a synchronous mode of learning. As an extreme form of the distance learning is considered.

Whiteboard

A whiteboard is similar to a blackboard or a flip chart. Users have the ability to create a network share sketches and look at. These are both Zeichen-/Mal- and text tools at your disposal.

Business TV

Business TV is a precisely tailored to the target audience television program. Business TV is a very effective method to stimulate a group (employees, suppliers and customers ) for learning.

Rapid E-Learning

Microlearning

When micro- learning is about learning in many small learning units and short steps, often by web and mobile.

Process visualization modular content in the context of e-learning

This is an audiovisual presentation of teaching units with the aim of a cognitive process - which can lead to new knowledge - step by step in film, image, text and sound recycle.

3-D infrastructure platforms

Increasingly gaining 3D infrastructure platforms such as Second Life or Twinity important for e- learning applications. Due to the nature of this experience virtual worlds is a very high degree of immersion is achieved. Of this one promises a correspondingly higher learning efficiency as games grow together & learning. Simulated worlds of experience, you can now immerse themselves in situations and this experience. A high Immersion (virtual reality) is, inter alia, achieved when a high level of identification of the user enters his avatar and the user feels like a part of the world. Thus, the term action learning is extended by the term e- action learning. Another significant advantage by networking team in virtual worlds is to see where teams must work together perfectly, for example, in actions by the police, fire, ambulance, etc. The parties may now log in from anywhere in the world and scenarios regularly in a virtual world through play. In particular orientation training can be carried out at more frequent and regular intervals, which may increase the effectiveness and efficiency of such operations here. Learning foreign languages is, according to an employee of Linden Lab, the most common form of education in Second Life.

Advantages and disadvantages of e-learning

A few years ago was considered e-learning as the formation of the 21 st century. Meanwhile, one suspects that e -learning, the traditional forms of education can not replace. It is only seen as a useful aid in the learning process. By combining different media forms of communication ( "hybrid learning arrangements " ) learning can be optimized. In particular, people who prefer to read the PC and use the Internet as books, can accommodate many learning content to better develop or already known complementary and interactive content through e-learning. Other advantages of e-learning are undoubtedly the economic aspects. Learners are spatially and temporally independent. The teaching of learning materials can therefore happen regardless of personal presence. Thanks to the PC and the Internet, the distribution of larger aspects of information is feasible. It is these economic benefits are not to be underestimated. Because "life- long learning " usually means career-long learning, and because the flexibility in terms of place and time is particularly important.

Media are crucial, only a small part for the success of learning, therefore, can not be spoken of per se more efficient learning through e-learning. Only when a number of factors come together, e -learning can be successful ( should be observed about findings from the Media Education and Media Education ).

On the basis of the results of media didactics advantages are, inter alia, that:

Courses in contrast to traditional teaching tools are interactive,
Abstract content using simulations can be illustrated,
Broken the traditional linear thinking and learning concepts and more flexible, network-like concepts can be realized,
Learning controls can be individualized and may vary Repetitionsaufgaben,
Courses can be adapted to specific needs,
Learning with a business knowledge management (knowledge management ) can be connected,
Asynchronous system worked,
Time and location independent can be learned
Can be learned just in time,
Integrated work process can be learned
Documentation and reps go easier
Learning objects are reusable,
Audio and video documents are easy to integrate,
A personalized learning depending on prior knowledge ( learning pace, sequence of learning content ) is possible
Different prior knowledge is better balanced,
Recording channels for each type of learning available (reading, audio, video, animation, etc.) and that
No " exposure " in front of other participants is done in knowledge gaps.

Disadvantages are seen, inter alia, that:

Learners must first learn to deal with the various forms of publication ( media)
Too little work educators in e -learning ( in many areas, but not in all )
The technology and the technicians determine the market,
The presentation of the learning content is often determined by technical and non- didactic factors
The teaching is often not taken into consideration when creating an e -learning solution,
Screen learning for almost all people tiring than learning from the paper,
Self-discipline and self- learning skills are needed
Make reduced social interactions with teachers / trainers and participants to experience more difficult and thus questions are often left unresolved,
Explanations by teachers / trainers are reduced and the knowledge itself must be developed and that
The additional learning is perceived as a nuisance at leisure or at work.

Current approaches therefore combine e -learning with classroom teaching, so the personal mediation. These approaches operate under the term " hybrid learning arrangements " or blended learning. The aim of this approach is to allow the media-supported learning to combine the advantages of classroom teaching and to avoid both of these problems.

While many e -learning concepts keep still on linear transfer of knowledge, as they are known from books and other traditional teaching tools that allow modern e -learning systems flexible and adaptive structures that are responsive to the learners with a certain human touch. Such systems are based on network-like structures for dialogue. The advantage of e-learning models is that a lot of higher interactivity is over the entire training process. Often, thereby reducing the need for blended learning ( unless practical skills - such as equipment operations or social skills - are the subject of the learning activity). The disadvantage is the increased complexity in the need to respond flexibly to the outcomes of learning controls, and the need to implement numerous learning, deepening and Exkurspfade that may be ever trod in practice only a few learners.

Motivation for the use of e -learning

The rapid technological development of the computer industry and the associated new methods for the design of content (particularly hypertext and multimedia) promoted the development of so-called e -learning programs to a large extent. In the technical discussion, it is not yet agreement as to whether e-learning within the meaning of e -mail, e -business, etc. to be used for learning on the Internet or as a modern synonym for CUL (computer assisted learning ). Today the tendency is even more likely to regard e-learning as a pure supplement to classroom teaching as part of the so-called blended learning. In addition, attempts by various actors to give the actual learning content more weight since so far mainly the technological aspects were the focus.

E -learning from the perspective of implementation in organizations

Successful implementation of e -learning requires for each institution a number of accompanying measures:

Survey of learning conditions and needs,
Adaptation of curricula,
Change in the work processes so that time and incentives for learning in the workplace are given,
Adaptation of job descriptions and compensation systems,
Multidisciplinary teams ( pedagogues, technicians, content experts ) are either set rsp within the organization. appropriate cooperation should be developed and
Content to be stored in interchangeable formats and made available to all parties to use available.

Robin Mason has proposed to Models of Online Courses a procedure, such as e -learning can be introduced in stages:

If e-learning is to be effectively and efficiently operated, it requires in relation to the curricula of certain modifications. In particular, it is important to develop key skills such as media, information and computer literacy. These key competences are ideally learned with the help of information and communication technology (tool character ).

Gilly Salmon ( Salmon, 2000) distinguishes five stages of the learning process on the way from beginner to e-learning e-learning professional:

E -learning in staff development

Companies to reduce their spending on staff development through e-learning dramatically. In addition, process and error costs are reduced by qualified personnel, lower error rates and the increase in efficiency through the use of more advanced methods. At the same time the quality is increased by a uniform level of knowledge of all employees and increases the motivation and satisfaction of employees.

Objectives of e-learning in staff development include:

Reduction in time lost from work by training -related absences
Ensuring a cost-effective and timely training
Documentation, control and influence on the learning process
Assurance of the legal duties of care in the context of statutory duty training.

Need for staff development

Requirements and complexity of the tasks increases continuously.
Legal and external demands increase ( eg statutory teaching duties).
Necessity of permanent knowledge transfer due to continuous research and development.
Extending vocational skills to motivate employees ( = retention ).
The primary instrument of quality assurance.
Safekeeping and preservation of the company's performance.
Clear competitive advantage.

Cost

No travel expenses, no additional distribution costs
Shorter absences from the daily business / workplace
Reduction of error costs / increase in customer satisfaction

Rethinking within networked universities

The design of the courses remains in most cases where e-learning is used, the same. It shows the tendency usual teaching and learning content to be translated into digital formats. In the future, it should be asked whether the learning and teaching by computer should not go unusual paths and thus new forms of learning and contexts will be created.

The organization of the universities could be fundamentally reconsidered by drives their networking. Since play the teaching and learning situations mostly within the institutional boundaries and these are subject to access restrictions, this leads to the fact that teachers are left on their own within an institution. From the perspective of the institution, it is the job of the teacher to give rise to within a subject area, a consistent curriculum. The individual lecturer would find no starting points for your own specialized development within its own institution, because the communication takes place outside with other faculty, which are distributed around the world, instead.

The other point would be that in spite of horizontal networking not develop collaborative ways of working at universities. In the future course content could be created together and offered at all universities. The removal of rangers and the move from a vertical to a horizontal high school culture not only quality, but also material synergies would arise. However, the discourse and criticism must remain a central part of science.

Until then, you have to solve a number of problems, which are located in the organizational, human, cultural and technological areas.

Even for the students e-learning will require a rethinking in the coming years. The present is marked by media-based information, which exert a significant impact on private and public life. People as knowledge carriers are becoming increasingly important and the students have more than been able to assess the quality of existing information. Pure factual knowledge will lose its importance. In contrast, basic knowledge and the concomitant assessment of competence and understanding processes are becoming increasingly important.

The role of the tutor in e-learning

It is now undisputed that the success of e-learning is improved through the use of tutors. Coaches and teachers qualify increasingly tele -tutors continue to allow them to learn via the Internet ( online learning ). Depending on the provider of the training is on-line tutors, tele - tutoring, e- coaches, e- coaches, etc. spoken. In the literature, is spoken mainly by telephone or online tutors (see: Christina Rautenstrauch: Tele -tutors ).

One can distinguish three different requirements:

The supervision of students by tutors is crucial in many cases for the success of e -learning. However, the dependence of the learners of online presence or tutors can also be experienced as a hindrance.

Quality in e -learning

The idea of quality

The fact that quality aspects are emphasized and in the course of the proof of quality assurance measures is provided, find e-learning enhances dissemination and recognition. A sophisticated multimedia presentation far from guaranteed that learning is child's play. Because the quality of e-learning will not automatically increase by even the modern technology. In the course of this, since the early 2000s tried to formulate more and more quality standards for e -learning and to disseminate these standards by applying guidelines and easy-to -use tools on. Also national and international standardization bodies (particularly DIN, ISO, IEC, CEN / ISSS ) are an e-learning involved in formulating quality standards, such as ISO / IEC 19796-1:2005, Information technology - Learning, education and training - Quality management, assurance and metrics. Thus, the needs of users, buyers and suppliers can be better matched by comparable and understandable requirements and criteria. It is of great importance quality development not only as a supplement to the e-learning, eg to consider in the form of a standing for itself approach to evaluation at the end of a course. For it is in the quality development is a key aspect that always comes into play in the development and implementation of e -learning courses and programs. More transparency on the quality of a solution for the users and to the perception of the quality of eLearning opportunities to increase the market there are now a number of initiatives seal of approval for good e-learning to establish, for example, the seal of approval of the E-Learning Association vebn or the cachet of the TU Darmstadt.

Evaluation of e -learning

The term evaluation, which has prevailed in the education sector since the 1970s, things such as quality control, quality assurance, assessment or impact monitoring are described. Since a variety of multimedia learning opportunities in the market competes with each other, this idea of quality is also important in e -learning.

Evaluation can be carried out during the development process as in-process or after development as a product- evaluative evaluation.

Process support, and formative evaluation is used to evaluate and improve the program during the development phase. It can be seen as a step by step optimization of the total product in order to prevent undesirable developments and optimally adapt the system to the needs of the target group.

In the product- valued, even summative evaluation, the final quality assessment is paramount. It is based on various evaluation criteria the result to evaluate the success or benefits of the measure.

The spectrum of the product valued evaluation criteria varies depending on the evaluation focus. Possible criteria and their systematization:

Depth, difficulty, relevance, scope, complexity are appropriate
Practical relevance ( content matches the current state of knowledge )
Accuracy ( No substantive or technical error )

If the prior knowledge considered? ( Entry test),
If learning content tailored to that?
Is there help and feedback?
Interaction with other learners ( communication, cooperation and collaboration) and support from tutors
Opportunity to self-determination ( subject matter, tasks, task difficulty, etc )?
( If measured learning outcomes? ) Learning effectiveness checks

Self-descriptiveness: Is the product easy to use and self-descriptive?
Ease of Use: Compliance functions and performance of the product to the technological state-of -the-art?
User guidance, navigation structure, navigation options ( Is always recognizable, where you are in the program, how to got there and what other alternatives you have? )
Are orientation and navigation elements are clearly visible in their function?
Orientation: Is learning before the start of the personal benefit estimate for the learning curve?
Interaction Feedback: Is there feedback about interaction?

If the product is aesthetically attractive, uniform format and functional?
Supports the design of the interaction between user and product?
Are media elements such as text, image, audio, video, color scheme, etc. used appropriately?
Become understandable, the target group known metaphors and icons used?

Training for e-learning

The design and development of e -learning offers requires a variety of skills at the interface between media didactics, computer science, design and business administration. They have previously been conveyed rare in conventional courses. With increasing interest in both the economic as well as educational institutions in e-learning mid-1990s, a demand for " e-learning experts" who are able to plan, implement and ein-/durchzuführen E -learning offers emerged. Initially focused primarily on technical skills in the foreground, and later moved conceptual knowledge and skills from the media didactics in the foreground.

The demand was initially greatly served by career changers, and later by graduates of eg Fachhochschule study programs, the early and mid -1990s, interdisciplinary courses touched down (about the media computer science or information design ). In addition to qualifying continuing education courses developed as certificate courses or master's degree programs. They are aimed at people who are already active in the area, or wishing to operate in this area. For example. are available at the tele-academy Furtwangen University since 1998, the part-time certificate course " Expert / Expert for New Learning Technologies ", which is offered as a blended learning program. Since 1999, in Switzerland, the tertiary part-time master 's program " E -Learning and Knowledge Management" offered. The University of Duisburg - Essen has since 2003 under the direction of Prof. Michael Kerres the modular study program in Educational Media, the online and can be studied part-time. The accredited program can be completed at Duisburg Learning Lab at the University with a certificate or a Master of Arts. At the University of Rostock has been around since 2004, part-time master 's program " Media and Education ". The University of Hagen also offers a graduate Master's degree program "e - education".

E -learning as distance learning with electronic media

Distance education within the meaning of FernUSG is any transfer of knowledge and skills ( ZFUs FAQ): ( 1) on a contractual basis, (2) paid, ( 3) which occurs exclusively or predominantly over a spatial distance, and (4) in which the monitor teacher or his representative the learning success, then these are as defined in the distance Learning Protection Act ( FernUSG ) 1977 (3rd revision 2005) to distance learning. These e - learning courses require in Germany to authorization by the Central State Office for Distance Learning ( ZFUs ) before they go on the market ( in October 2009, the Federal Supreme Federal Court on 15 October 2009 - III ZR 310/ 08, NJW 2010, 608 (PDF, 111 kB) decided that if an authorization has not been obtained that course fees paid must be repaid decisive feature: during both the domestic self- learning phase and during the accompanying teaching made the learning progress monitoring can be in the form of correction and examination tasks. are, however, sufficient is also a one-time audit in accordance with implementation of distance learning in order to monitor the learning success, it is sufficient according to the law that the learner has the opportunity through oral questions to the learned material individual control of learning success by the trainer or his representative to. preserved).

The ZFUs registered also not subject to approval distance learning ( "hobby courses " for the sole purpose of recreation ). The distribution of these courses is to display the ZFUs. The decision whether it is in fact a "hobby course" is, in the ZFUs. The distance learning distance learning courses such contracts are also subject to FernUSG and be examined by the ZFUs. This is a special incentive for German providers ( in addition, in 2000, the European Union has set the " Distance Selling Directive " for all partner countries, which is modeled on the German Distance Learning Protection Act ). In 2005, of the 2097 state- approved correspondence courses 632 - ie: - classified as an e -learning courses 31%. About 80 % of all remote schools support their distance learning courses now electronically. This blurs the line between classic distance education and e-learning.

Sharable Content Object Reference Model Workforce educational video game List of collaborative software Rapid learning Audio signal Download Information literacy Availability Docent Evaluation (disambiguation) Text (literary theory) Computer icon

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