Jeanne Schreurs

The role of knowledge management and e-learning in professional development

The rapidly growing use of technology in education is changing the way in which knowledge is produced, stored and distributed. Online education has already been accepted as the way of the future; knowledge may be distributed across both time and space. Knowledge Management (KM) techniques can be used to capture, organise and deliver this knowledge and management systems can be used to quickly identify the most relevant information and distribute it to meet specific needs. In this paper, light is shed on the basic concepts of KM and e-learning. A discussion on how KM and e-learning can be integrated and leveraged for effective online education and training is presented.

Constructivism Based Blended Learning in Higher Education

This paper explains how to apply Constructivism and Conversation theories in Blended Learning environment in order to increase learning outcomes and quality. Some scenarios of Constructivism based blended learning activities are presented in this paper. In addition, a Constructivism Based Blended Learning model for “ICT Management” course, a compulsory course in Master of Management Information Systems program at Hasselt University, is proposed. The proposed model applies and combines Constructivism and Conversation theories in Blended Learning environment, in which the student is an active maker of knowledge. In the proposed model a variety of learning activities and scenarios, differentiated for working students and regular students are applied, supported by innovative ICT tools, which facilitate applying Constructivism and Conversation theories and increase the level of communication and interaction between students; as a result, learning quality, experience and outcomes are increased effectively.

E-learning Readiness Analysis (ERA): an e-health case study of e-learning readiness

Electronic learning (e-learning) is seen as a good solution for organisations that deal with fast-changing knowledge and for reducing the cost of training. E-learning is a good opportunity for companies but it needs to be well prepared because it often takes high investment costs. That is why it is important for a company to know if it is e-ready. E-readiness is already well covered in the literature and several models are suggested. We used these models to develop an e-learning readiness measurement instrument and questionnaire. We used our instrument to check whether the Flemish hospitals were e-ready for e-learning.

e-Learning readiness in organisations. Case healthcare.

e-Learning is a good opportunity for companies to up-skill their employees and to meet the demands of lifelong learning but the implementation of it needs to be well prepared and managed because it takes often high investment costs both on the financial and the organisational side. That is why it is important for a company to know if it is e-learning ready. E-readiness and e-learning readiness are already well covered in literature and several theoretical models are suggested. We developed an e-learning readiness measurement instrument based on these models. We used it as a survey instrument to conclude about the e-learning readiness of Flemish hospitals.

Authoring Systems Delivering Reusable Learning Objects

A three layer e-learning course development model has been defined based on a conceptual model of learning content object. It starts by decomposing the learning content into small chunks which are initially placed in a hierarchic structure of units and blocks. The raw content components, being the atomic learning objects (ALO), were linked to the blocks and are structured in the database. We set forward a dynamic generation of LOs using re-usable e-learning raw materials or ALOs In that view we need a LO authoring/ assembling system fitting the requirements of interoperability and reusability and starting from selecting the raw learning content from the learning materials content database. In practice authoring systems are used to develop e-learning courses. The company EDUWEST has developed an authoring system that is database based and will be SCORM compliant in the near future.

An E-learning concept mindmap and the management of the underlying learning objects

We opted to work with the E-mindmap-principle cause of the innumerable advantages. It allows that the content is provided in a graphical way. The e-learning process will be built as a sequence of MINDMAPS. To work with the E-mindmap-principle, the mindmaps and units have to be structured as independent LO’s. A generic data structure for those LO’s and atomic LO’s is developed and a set of metadata has been defined following the SCORM standards.

Development of a learner-centered learning process for a course

A learner-centered learning process combines the concepts of competence directed curriculum design and constructivism based learning process design. We define general competences(critical reflection, creativity, research attitude) and course domain specific ones (content topics). Constructivism learning theory means active construction of new knowledge based on learners prior experience. We defined general, collaborative and assessment design elements. A Model for the development of the learning process has been built. Attention goes to the blended ICT based model.

Knowledge Management and eLearning in Professional Development

The rapidly growing use of technology in education is changing the way in which knowledge is produced, stored and distributed. Online education has already been accepted as the way of the future, knowledge may be distributed across both time and space. Knowledge management techniques can be used to capture, organize and deliver this knowledge and management systems can be used to quickly identify the most relevant information and distribute it to meet specific needs. Light is shed, in this paper, on the basic concepts of knowledge management and eLearning. A discussion on and how knowledge management and eLearning can be integrated and leveraged for effective online education and training is presented.

Blended e-learning process for professional and on distance learners

Learners now have to function in an ever changing world, and so need to be competent for it. Professional learning/ workplace learning has to be competency oriented. At the same time the learning activities have to be constructivism based. On distance learning is becoming a priority. We saw the evolution from e-learning to blended learning. In the new model of blended learning, the learning process is competency directed and is composed of constructivism based learning activities, some of them face to face activities and others being online activities. A blended e-learning model is developed for on distance learners and professional learners. Also a hybrid model for mixing regular students and professionals or distance students is developed.

Pedagogical traditions in EU universities: challenges and opportunities

Both the Lisbon Strategy and the Bologna Process have brought enormous challenges to higher education (HE). The universities in the European Union have already implemented the Bologna guidelines and those of the neighbouring countries were forced to follow them. Taking this into account, we intend to present an output of the first phase of the European project Western/Eastern Teacher Education Network (WETEN). In this paper, we will focus the situation of four European universities on the implementation level of some Bologna guidelines, accordingly to three specific dimensions: 1) the development of a learner centred educational model; 2) the implementation of ICT enhanced learning; 3) HE teachers training.