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Limbic Learning
E-learning glossary: a to z
If you have any feedback, whether it's something you believe we've got wrong, or you think we're missing something then get in touch through the blog were we've a post that's designed for just this.
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As it says on the W3C site: "The Web is fundamentally designed to work for all people, whatever their hardware, software, language, culture, location, or physical or mental ability. When the Web meets this goal, it is accessible to people with a diverse range of hearing, movement, sight, and cognitive ability."
So accessibility is about making content work for everyone. It means making things easy, clear and simple to use. And at the same time it means making it accessible to people with disabilities. This includes people using assistive technologies. There are two dominant technologies used for online courseware: Flash and DHTML. Making Flash accessible to people with disabilities has improved significantly over the years. Adobe is working on improving this all the time. It is a challenging paradigm: Flash after all is a highly visual medium. DHTML currently allows for a greater degree of accessibility, although JavaScript can cause issues based on input devices and output devices, such as screen readers. There are two solutions around this:
see also WCAG, DDA (Disability Discrimination Act, 1995) [index] |
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A scripting language for Flash that allows the creation of rich content and interactivity. [index] |
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Active learning is about a person being active rather than passive as they learn. E-learning can only be described as active if a person can actively engage with it in a meaningful way - not simply clicking and reading. Getting involved and hands-on in e-learning usually involves some form of problem based approach with an attached risk of failure (and hence reward). For example: Brain research shows that a roughly 50:50 chance of success (and so failure!) is the most externally motivating. Too low a chance of success is just hard; too high a chance is just too easy. In each of these cases a person will lose interest. Active learning approaches in e-learning and blended learning have people doing things and thinking about the things they are doing (reflection). Examples of active learning include:
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This is the name given to any piece of learning students undertake in an active way. Activities can be grouped into different levels based on outcomes required:
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ADDIE describes a traditional step-by-step process for creating a learning solution:
In today's organisations speed to market is a major requirement, and so alternatives / revisions to ADDIE to make the process more efficient are carried out by many vendors and in-house teams. See also rapid prototyping, rapid e-learning, patterns [index] |
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Agile is a form of development process. Agile is based on minimal documentation, close communication and working practices, iteration and nimbleness to change. Agile is in stark contrast to traditional linear ('waterfall') development methodologies such as ADDIE. See also rapid prototyping [index] |
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The Aviation Industry CBT (Computer-Based Training) Committee is the body that introduced the original set of rules for tracking CD-ROM based courseware. In the late 1990s to take account of newly emerging web based training the AICC introduced an HTTP based protocol so that the courseware could send back information across the internet. Soon afterwards the AICC added a JavaScript interface (the AICC API) between courseware and an LMS so that courseware could be made to talk to an LMS using standard web languages. See here for details on AICC, and here to understand the differences between AICC compliance, AICC certified and designed to AICC guidelines. See also SCORM [index] |
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Animation has several beneficial uses in e-learning:
Animation sequences should be kept fairly short, and made available with full user control via a scrub bar. From a technical point of view animation in e-learning is most often a distributed as a SWF or FLV file. [index] |
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An application programming interface (API) is a software interface program to enable interaction with other software. In e-learning a common API is the SCORM API (often called a SCORM wrapper). The API acts as an interpreter between the e-learning and the LMS so that the two can talk and transfer data to one another. Other available APIs allow different systems to integrate and communicate with each other. For example, implementing a unified search across multiple systems, or integrating an LMS with an HR system for automatic training record updating. [index] |
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Short for applications. For many years a term used for any software application, but now synonymous with Apple's iPhone. Apps have ensured that smartphones, in particular the iPhone with its highly successful distribution mechanism, have rocketed in popularity. So where do they sit in terms of e-learning? One important thing first: the iPhone does not support Flash. iPhone Apps have been developed in traditional 'low level' programming languages such as C, C++, and the newer Objective C. Now for a second important things: Flash CS 5, due out April 2010, will be able to export so that it will run on the iPhone. The countdown is on... [index] |
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Art direction covers the overall look and feel, and the presentation of various media (photography, illustration, animation, video). However, art direction is much more. Consider any Tim Burton film (his Batman films, Sleepy Hollow, or Alice in Wonderland say). These films exemplify what art direction is. Certainly it captures the look and feel, but it also says something: it sets a mood, it gives it a personality. Art direction in e-learning is about all of this, as well as most of the time sticking to an organisation's visual branding. (It doesn't have to stick to an organisation' visual branding, but to capture an organisation's values and to show it's 'one of us' is a sensible thing to do unless something different is explicitly sought.) [index] |
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An art director is responsible for the art direction of an e-learning solution, whether it's courseware, an LMS front end, a learning portal, or stylising of content imagery. In e-learning the Art Director oversees a number of graphic designers who work on developing content for a solution to ensure that the art direction is adhered to. [index] |
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Articulate is one of the most popular rapid authoring tools. [index] |
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In practice assessment (more formally summative assessment) is a test given at the end of a course. Sadly assessment is often no more than a test of memory rather than assessing transfer to real-life situations. In a blended learning solution assessment can be anything that assesses the performance of a person, including formative assessment as part of the learning processes. In e-learning assessment usually refers to some form of online assessment that's intended to assess some form of competence. Alongside courseware, online assessment is the most widely used type of formal e-learning. Online testing offers an efficient way of scoring, reporting and providing users with immediate feedback. However, to create a truly effective online assessment requires one constructed to measure meaningfully a person's competence. More often than not simple multiple choice questions are used that measure low level skills, whereas in reality a richer form of assessment is needed to allow for more mental processing and construction. For example, see problem based learning. [index] |
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In courseware an asset refers to any specific media element. For example graphics, animation, video, and audio are all assets. Although text could be considered an asset convention usually refers to this as the script. The term resource is usually used to refer to an individual piece of content, for example a SCO, courseware, a quiz, or a document. [index] |
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Assistive technologies in e-learning is a term that covers software, systems, applications and hardware that help people with a given disability interact with a device, for example a computer or mobile device. Assistive technologies facilitate a person with disabilities:
See also accessibility [index] |
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The audience are the people who are going to use the e-learning. Also called users, learners, students... and occasionally people! [index] |
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Audio in e-learning can be used in a number of ways to enhance:
From a technical point of view audio in an uncompressed format is stored as a wave (WAV) file, which results in a 10.6 MB sized file per minute of stereo audio. In e-learning to reduce file size audio is compressed. Common compression formats include MP3, WMA (Window's proprietary format), AAC (used by Apple), and AMR (a speech format common on mobile devices). It's important that audio used in e-learning meets a minimum level of fidelity, and be of a consistent volume. Ensure encoding is consistent. We suggest using a compressed mono audio format at 64 kbps, and a sample rate of 44 kHz. This translates to approximately 220 kB sized file per minute of mono audio. [index] |
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E-learning courseware can be created in a number of ways: bespoke development for specific project; created using a custom built e-learning 'engine'; or with an authoring tool. Early examples of authoring tools in the days of the CD-ROM were highly specialised. Authorware and Toolbook are two examples of these early tools. Today's authoring tools come either as software to install or as web based application. The simplest tools are the programming free rapid authoring tools (for example, Articulate), which appeared to meet the needs of rapid e-learning. These tools integrate with familiar software such as Word and PowerPoint to make things simple and familiar. More sophisticated tools (for example, Composica) offer their own environment but have a steeper learning curve. As with all software, over time these tools will grow in functionality and complexity. In assessing an authoring tool either for use in-house or to be used by a vendor of choice ensure that you rate it against any accessibility requirements you need to meet. [index] |
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We can look at bit rate in two ways:
You can see from the above two perspectives that when considering streaming media a trade off is made between the delivered quality of the audio/ video and the bandwidth available. [index] |
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A bitmap image (also called raster image) specifically refers to an image file with the extension BMP. Quite literally each bit is mapped to a specific location of the image (pixel), and as such BMP files are not compressed. In its broader usage bitmap refers to a bitmap image that may also be compressed. Common compressed bitmap file types include jpg, gif, and png. Because bitmaps store a different piece of information for each pixel, any resizing of the original bitmap produces jaggies - non smooth estimates of what the smaller/ larger version would look like. These make the resized image appear blurred. Seam Carving is a technique to improve the resizing of bitmaps based on being 'aware of the content' that's available in Photoshop CS4 and above. See also vector image. [index] |
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A blog is a contraction of weblog. If you're reading this online you're more than likely to know what a blog is - quite simply a one-to-many or few-to-many forum, with readers actively engaged by being able to feedback through 'comments'. Blogs also make use of RSS feeds to let readers know new content's available. For learning blogs offer a number of opportunities, examples being:
There are also challenges in implementing blogs in learning, including failing to engage unmotivated people, off topic and trivial posts, and experts' enthusiasm waning. [index] |
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Branching is an adaptive learning approach based on trial and error. Branching allows different paths to be taken by a person based on decisions they make in a scenario/ problem. Typically a person progresses by answering questions that will ultimately lead to good consequences. The actions and consequences form the basis of the learning experience. |
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CaaS is the SaaS model applied to content. The key difference is the way that content is delivered to the user's device (whether that's a desktop, laptop, mobile devices, and so on). It works exactly like a TV On Demand service: you want some content, you log in, pay and there you go! Key issues to address with this approach are security of data and the IP protection of content. See also Cloud Computing, SaaS, Learning on Demand (LoD). [index] |
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Computer Based Training (CBT) is a term used to describe self-contained online tutorial materials, originating from the days when distribution was on CD ROM. A common misunderstanding by many is that e-learning is CBT. However, CBT is only one type of e-learning; e-learning is a much broader term. Also called courseware, e-learning. [index] |
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See server-side |
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Cloud computing is best described as an on-demand computer service that runs off what could be seen as a near infinite capacity of computing power. There are two ideas to pick up on: first the computer resource side of things, and second the application side. Looking at the computer resources the approach is akin to utility computing. Like a utility a user can switch on computer processing power as and when needed, paying for what's used and not what could be used. Looking at the service idea it has similarities and differences to SaaS / CaaS. Like SaaS/ CaaS it can provide software/ content as a service. But unlike the software/ content running off hosted servers we now have a 'packaged' virtual application
This packaging means the virtual app is self contained; only requiring processing power not specific platforms and configurations. This enables it to run 'in the cloud', which is basically a network of processing power. Unlike traditional 'as a Service' apps that are fundamentally the same for everyone, those in the cloud can be customised to suit an organisation's needs. Also unlike the 'as a Service' model cloud computing is not subscription based, but usage based. Looking at this from an e-learning perspective the cloud computing model removes the need for an infrastructure, a fixed cost, and a 'one size fits all' solution. You can use this model to implement a complete learning ecosystem. In the future maybe we'll see the idea of cloud learning, and the phrase having your head in the clouds taking on a whole new meaning! [index] |
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A CMS (Content management System) is an application that provides (in theory) a simple interface to allow non-technical specialists to manage content. For example, a wiki is a form of CMS, designed to be editable by all not simply those who 'manage' the content. [index] |
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Cognitive load comes from cognitive load theory by Australian professor John Sweller. Cognitive load refers to the strain on the working memory during information processing. Specifically Sweller looked at problem solving, and formulated several principles including the:
These principles should be applied in the design of instructional design, specifically when the design is based around problem solving. [index] |
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Certain programming languages require the source code to be converted in advance into a form that can be understood directly by the platform and device on which it will run. This process is called compiling, and once done creates a compiled programme. Code that's compiled like this is also referred to as static. Other forms of code, scripting languages, are interpreted as and when requested rather than being compiled. This code is often referred to as dynamic. There are advantages and disadvantages to each. [index] |
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Complex content is content that requires significant cognitive processing. Comprehension, problem solving, and reasoning skills are all examples. Complexity in terms of content reflects how much time and brain power is required for a person to understand and where appropriate do something, rather than simply memorise. [index] |
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In short, compliance training is training that an organisation has to provide to maintain professional standards. Compliance training invariably is driven by external forces:
Compliance usually involves successfully completing or passing a course or assessment, often certified by an outside body. Common topics include Health and Safety, Privacy, and numerous financial regulations. Why is e-learning often used?
Compliance e-learning delivered as a service (see CaaS and SaaS) is a highly cost-effective solution for organisations. [index] |
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Usually done by an application that repackages data so that it can be stored in a smaller sized file. Being smaller this makes for quicker transmission. Compression can be lossless where no information is lost, or lossy where a percentage of the original information is lost. Examples of lossy compression include mp3 for audio, and jpg for photographs. Compression is usually performed to such a degree that the fidelity of the asset does not impair learning. [index] |
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A conversion refers to an e-learning course that has or will be made by converting a more traditional version. Compared to creating a new course from scratch, a conversion should be less demanding for an organisation and an e-learning vendor to work on given that a large amount of raw material should already be available. That said, in converting a course there may still be a number of pieces of the content jigsaw that need fitting. For example:
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Copyright is a form of legal protection that grants people who create and produce content the exclusive rights to control certain uses of that content. The commonest issue experienced here is certain material provided by a subject matter expert, for example imagery in a PowerPoint presentation, may be someone else's simply taken from the web. For example a Health and Safety PowerPoint may feature numerous photographs of situations that present a risk. All these images may well have come from the web and have a copyright attached. If working with a vendor this sort of incident will be dealt with. If creating materials in-house the easiest thing to do is simply ask permission from the copyright holder to use it, which is usually the publisher. If they say no, then it's Plan B! In a commercial organisation seek permission in advance to publish and/or use materials. Usually you'd go about this by contacting the publisher. [index] |
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This is one of two kinds of blended learning model described by Josh Bersin in his book Handbook of Blended Learning. The core and spoke model usually has one central training approach (e-learning, or instructor led) and additional activities/ resources as support materials. See also Flow Model, Sandwich, Problem centred model [index] |
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Courseware is what many people perceive as e-learning. Quite simply it's a course that's presented as a piece of interactive software. Authoring tools are the most widespread tool for creating simple and rapid courseware. Flash and other technologies are generally used by more specialist vendors to create more complex courseware. Courseware is most often considered as a linear course either presenting information in a sequence designed to engage and enhance learning opportunities, or based around realistic scenarios. Most people familiar with e-learning would think 'next button' hearing the term courseware; however, courseware is really about an electronic course. With that in mind even a more sophisticated simulation could be seen as courseware if in itself it constitutes a course. Also called CBT, an e-learning programme, an e-learning package, an e-learning course. [index] |
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CPD (continuing professional development) is the means by which members of professional associations maintain, improve and broaden their knowledge. E-learning offers many opportunities, especially LMSs and e-portfolios. Content provided in an LMS will automatically capture and store people's online activities. This, together with some form of portfolio, can provide the necessary evidence to satisfy a given CPD body. See also compliance training [index] |
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CSS (Cascading Style Sheets) is a scripting language that sets the formatting of a document in a mark-up language, such as HTML. A CSS file sets formatting styles such as fonts, font sizes, layout, and so on. These styles then cascade throughout any pages displayed that are set up to use a given CSS file. CSS allows the separation of structure from presentation in a mark-up language. Its most common application is to style content in HTML and XHTML, but can also be applied to XML. [index] |
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We can say that learning is 'deep' when a person:
We can promote deep learning by ensuring a person:
See surface learning [index] |
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See HTML |
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In e-learning a diagnostic is often used by a person at the beginning of an e-learning course to make the learning personalised for their needs. A diagnostic can take a number of forms, but its fundamental role is to filter appropriate content. Filtering can be done in a number of ways, including:
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Disability Discrimination Act (DDA)
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Employers under the Disability Discrimination Act (DDA) are obliged to make reasonable adjustments where a "policy criterion or practice" places a person with a disability at a substantial disadvantage. The DDA broadly describes discrimination as:
Discrimination may occur if a person with a disability is denied access to information that's available to a person without a disability. Public authorities such as local authorities and government departments are under additional responsibilities under the DDA. This requires them to have due regard to the need to promote disability equality in everything they do. The Royal National Insitute of Blind People (RNIB) recommend WCAG 'AA' compliance. Limitations to making Flash fully accessible results in a number of organisations, particularly government departments, commissioning a second version of an e-learning course: ideally a DHTML course that's accessible to appropriate assistive technologies and provides an equally engaging experience; less satisfactory a text based substitute with little or no interactivity. Any alternative solution should provide as engaging an experience as possible, and any lessening of the overall possible experience for a person with a disability should be an exception rather than the norm. Adobe continues to work on improving Flash accessibility, which is encouraging. [index] |
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Paivio's Dual Coding Theory postulates that visual and verbal information are processed by the brain through distinct channels. This information is then organised and integrated by the brain. This theory has good supporting evidence. Studies show performance of learners is significantly improved when information is designed to take into account distinct audio and visual channels. Studies also show improved memory for spoken words and sentences when paired with an image, imagined or real. [index] |
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E-learning is a general term to describe all forms of activity where learning takes place via technology. It's important to understand that e-learning isn't simply courseware, but in effects everything! According to a 2009 survey by the eLearning Guild (US focused) and disseminated on Clive Shepherd's blog the most common forms of e-learning used by organisations were:
The least common where:
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The standard metric used in e-learning that sets the amount of content that an average person will be able to go through in one hour. A common metric for the e-learning hour for courseware is 60 screens. The e-learning hour is also a standard way of costing e-learning. So in the process of procuring an organisation may ask a vendor what the average cost is for an hour of, say, rapid e-learning; or a one hour simulation. Provided vendors understand the fidelity and complexity of a required solution the e-learning hour is a good way of comparing costs. Explore this more: ASTD article: Reducing the Time to Develop One Hour of [index] |
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An emulation:
See also simulation [index] |
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In e-learning the term engine refers to the underlying technologies used to drive courseware, whether a simple linear course or a complex simulation. Engines are usually created by vendors to create economies of reusability based on templates. An engine usually has a development environment. This could be similar to an authoring tool, or it could be a looser set of technologies coupled together. In either case the vendor will be able to customise any aspect of it by modifying the source code. This allows e-learning content created in a vendor's engine to be customised to suit a client's wishes more so than most commercially available rapid authoring tool. Also called a shell [index] |
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EPSS (Electronic Performance Support System) is basically context sensitive learning/ support. Based on the Just In Time (JIT) model, EPS provides immediate access to context specific information to allow a person to perform with minimal human support. [index] |
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In e-learning evaluation generally refers to measuring the degree of success of the learning solution. Evaluation depends on what success measures you originally set up. It's fairly safe to say that you want to achieve something in your organisation when you create e-learning, so you should be able to set a goal. Some examples could be:
A traditional model for evaluation is Kirkpatrick's four levels of evaluation (which dates back to 1959): Level 1: audience's reaction Level 2: learning Level 3: behaviour Level 4: business results Being theoretical in nature there are naturally many, many more models you could choose to evaluate. So which do you choose? Maybe none of them... You know your business; you know your measures of business success. Consider what causes and effects will affect business success - and then work back from there. Just ensure that the measures you choose do not unduly bias findings. [index] |
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Coaching someone to success beats giving someone an answer. There's a simple hierarchy of effectiveness in providing feedback, and in increasing order of effectiveness these are: Feedback only:
Coaching / formative assessment:
See also formative assessment [index] |
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Fidelity refers to the degree of accuracy to which something represents the real world. In e-learning we can look at fidelity as the level of richness our e-learning programme has, which we can best describe through a few contrasting examples:
So when we talk of fidelity we can always 'up our game' if we want to present our content in an ever more realistic way. However, if content is presented in higher fidelity and it delivers no better results than provided by a more low-fi solution then the additional cost is both wasteful and pointless. So in choosing fidelity you should justify any choices based on the results you want to achieve, which could be many things including some of the following:
The key as ever is to understand your audience and what your solution has to achieve in several areas. [index] |
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By no means an exhaustive, this list will fill you in on those file extensions you're likely to hear or come across in the e-learning industry.
Miscellaneous:
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Adobe Flash is now the standard and most widely used technology for delivering courseware. Flash can be used simply to create vector graphics and animations, but when used together with its inbuilt scripting language ActionScript it becomes a powerful environment in which you can create rich e-learning courses and simulations. Some key advantages of Flash are:
Drawbacks:
However, you no longer need to learn Flash to create e-learning courseware. Nowadays virtually all authoring tools produce output in Flash, and allow you to do so through a familiar interface. [index] |
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[index] |
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This is one of two kinds of blended learning model described by Josh Bersin in his book Handbook of Blended Learning. The flow model is most analogous to a university course, and is designed so learners go through material in a linear fashion. See also core and spoke, sandwich, flow model, problem centred model [index] |
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Formal learning occurs when it's planned, costed as training, and the content's decided by some authority inside the organisation. Informal learning is everything that isn't formal learning! 'Learning on the job' picking up knowledge. A quick chat in the lift. Taking an interest in someone's work for a few moments and talking it through. Talking shop over a drink in the evening. That's informal. The majority of learning occurs when needed, and that's going to come informally. E-learning's role? Don't bother guessing and planning, simply ensure you put out a learning ecosystem that provides as many channels and varieties as possible to facilitate and encourage informal learning; a year later, you'll see what works and what doesn't for your organisation. [index] |
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The continual assessment and coaching of a person in their learning, where evidence from learning activities feeds in to create confirm levels of learning, and to create additional learning needs. [index] |
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A discussion group where people submit postings for all to read and discussion ensues. In blended learning a forum is used in numerous ways, for example:
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A Goal Based Scenario (GBS) is a learning approach developed by Roger Shank. In short a GBS comprises an overall goal, the achievement of which by a participant has them develop a set of particular skills. these skills are in fact the learning outcomes, not the goal which is simply a means to achieving those skills. See also Problem Based Learning [index] |
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Hosting can come in many configurations, but the most common in e-learning are a shared server, a dedicated server, or a series of servers. The server(s) have the capability to run a database and whichever application development platforms are required. An example would be a dedicated server hosting an LMS. If the LMS in this case was Moodle then it would require a database in MySQL, and the server would need to be configured to run PHP, the application platform. Additional options, such as security via a Secure Socket Layer (SSL) and Service Level Agreements (SLAs) further define the hosting service. See also SaaS, CaaS, cloud computing [index] |
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HTML (HyperText Markup Language) is the standard mark-up language used to display pages on a web browser. Once an HTML page is loaded it will not change until another request to display the page is made to the server. Extensible HTML (XHTML) is the successor of HTML. XHTML documents extend HTML, reformulated in XML. Dynamic HTML (DHTML) is a combination of different technologies that makes HTML interactive, as well as allowing HTML elements to change without a request being made to the server. Common languages used in creating DHTML are XHTML, JavaScript and CSS. DHTML is generally behind HTML based courseware. DHTML courseware functionality will ultimately be limited to what's supported by a given browser based on these technologies. This is unlike Flash. [index] |
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See formal learning |
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Information architecture (IA) is the way information is grouped, the navigation methods and terminology used by a system. The goal of IA is to ensure that a person's experience gets them closer to the information they require. Applied to e-learning it relates to the structure of a learning portal, an LMS, e-learning courseware, and so in. In fact anything that presents content. [index] |
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An Input device id anything that enables access to all parts of a web page. When talking about assistive technologies an input device means something other than the mouse. Examples are:
[index] |
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In a nutshell Instructional Design covers the treatment of content to provide a learning experience for a user. In e-learning instructional design has to take into account five key areas:
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An instructional designer is accountable for the instructional design of a programme. In e-learning the instructional designer may well be in charge of the full learning solution, working together with other members of the team to ensure their vision of the solution is implemented correctly. [index] |
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Interactive means that a person can engage with the content in a meaningful way, and feel in control of their experience. Look at designing interactions that connect with a person at a physical, cognitive and emotional level. [index] |
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This is the degree of interaction a person has with learning materials. A low level of interactivity in courseware could be to click a 'Next' button to move to the next screen; in a face to face session it could be to copy down word for word what an instructor writes on a flipchart. A high level of interactivity is to learn by doing, ideally in a 'safe environment' (in other words forgiving, supportive, and with rich feedback). E-learning examples of this include simulations, such as systems training. Interactivity should map directly to outcomes, and not be there simply to add bells and whistles. [index] |
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An Invitation To Tender (ITT) or Tender Specification or Request for Proposal (RfP) is an outline of varying detail from an organisation looking to procure a service or product. In e-learning an ITT would usually cover the following areas:
See also PQQ, Proposal Document [index] |
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JavaScript is a scripting language, which most commonly runs in a web browser without the need for any plug-in. In a nutshell JavaScript lets HTML pages 'do' things other than present information. For example rich interactivity, form validation, communication and so on. JavaScript also plays an essential role in using SCORM because every type of LMS must use JavaScript (or JAVA) to communicate with the content. [index] |
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In e-learning a learning ecosystem is a technical infrastructure that supports content creation and dissemination. The technical infrastructure supports a number of technologies that can facilitate learning, all available through the one system loosely coupled together, available anytime, anyplace. This can comprise many things; here's a small list to get the picture:
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In simple terms a learning object (LO) is a 'chunk' of content. It could contain very little information, or a lot of information; it could be text, video, audio, courseware, and so on. The big idea is that rather than recreating the same thing time and time again the learning object is a reusable piece of content, which can be used with other LOs to construct a course. Meta data is ideal for describing an LO. Also called a reusable learning object (RLO). See also SCO [index] |
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A learning portal is a window and means to sort and organise everything that facilitates organisational learning: whether it's content inside or outside an LMS; inside and outside the organisation's firewall; formal or informal. A learning portal is basically a means to achieving greater access to learning materials. And this certainly means no additional logins following logging in to your organisation's system. Don't be fooled into thinking that a simple re-skinned LMS is a Learning Portal, unless of course it's integrated in such a way that it caters for all of the above. This is a great front way to put a distinctive 'front cover' on a learning ecosystem. [index] |
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Learning Styles are a set of theoretical models that have gained traction in the learning and develoment community over a number of decades. Invariably they focus on what type of learner a person is, in so much as what do they favour and learn best from. However, the idea of classifying people as 'types' other than in purely deterministic measures (for example, a person's height and weight) is now discontinued by serious researchers. Some better known learning style theories (of which there are getting on for a hundred) are:
Research studies have put learning styles under a rigorous empirical spotlight and have found them unsubstantiated by evidence. Neuroscience also dismisses learning styles. Neuroscience tells us that all our senses (modalities) are active at all times. Just because the major brain activity highlighted by specific modalities can occur in different regions does not mean that the whole brain doesn't get involved. It does. Our senses form a highly interconnected, multiply interacting, system. They are not isolated. As our brains are in general all wired the same, learning styles simply suggest a personal preference and their culture. And just because there's a preference doesn't make it more effective. The bottom line: there is no educational advantage to having a person's learning style identified and then creating learning materials based on that preference. We strongly recommend you forget learning styles when it comes to designing your learning and development, even though it may well be a standard practice in your organisation, and focus on things actually worthwhile that are backed up by evidence. [index] |
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Learning theory covers all areas that seek to explain how we learn. Like all theories they are unproven, and numerous one exists. Common examples are:
With advances in neuroscience and fMRI (functional magnetic resonance imaging) more scientific approaches based on studying brain activity are emerging that are answering the question how do we learn? [index] |
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In e-learning the lesson plan features most prominently during a blended programme. It's important that a lesson plan is made available to people participating in a blended programme, not only so they have a clear signpost on material and activities but also so that they can take greater responsibility for their learning. A lesson plan can be a simpe list; or a list with relevant imagery to engage more; or ideally highly visual such as a concept map to show a schema of connected ideas. As a minimum a lesson plan should contain the following elements:
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Courseware is most often considered as a linear course when it presents information in a page-by-page sequence. Linear courses are often disparagingly called 'page-turners' because a person has to click a 'Next' button to go through a series of sequential pages. However, this doesn't mean that the user experience in a linear course can't be enjoyable and engaging. It also doesn't mean that rich interactions aren't possible. Linear courses are well suited to a novice to a topic, and to fairly simple content. Most rapid authoring tools produce linear courses. [index] |
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A Learning Management System (LMS) is a system designed for learners and managers of learning.
A common drawback to LMSs is that they create an 'electronic curtain' behind which learning materials are housed. Over time LMSs and other types of system (LCMSs, VLEs, MLEs) have converged to offer significantly similar and significantly more features:
By using APIs many LMSs are also integrated with other systems in an organisation, such as HR systems, to create a more automated approach to administration. See also VLE [index] |
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Localisation is the modification of a course for use in another country. Localisation is often considered to be little more than translation of a course into a given language, but it's much more, ivolving:
The easiest way to localise or provided a number of localised versions of an e-learning course is to design it with localisation in mind. [index] |
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The long tail is a term that describes the visual representation of the 80:20 rule, also called the Pareto principle. These terms simply describe how the distribution of "small" things to "large" things equals out. Here are some examples to clarify:
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E-learning materials, like all other materials, need to be kept up to date. The majority of technologies that can form part of a learning ecosystem can be easily updated in-house. Even a video uploaded to YouTube or a YouTube clone installed behind the organisation firewall can be changed quickly based on how simple it is to redo a piece of video in house. Courseware, however, could be a different matter - especially if it's been created by a third party vendor. Maintaining courseware developed in an Authoring tool Courseware created in an authoring tool will be far easier to maintain and amend. Text and topics and even menus are easy to alter. Other assets may be more difficult to maintain if you don't have in-house capability. Maintaining courseware developed in a vendor's engine Courseware created by a vendor not using an authoring tool will likely be created in Adobe Flash, either hand crafted or using an engine created by the vendor. For ease of maintenance ensure that materials are created so that presentation and content are separated. In other words use XML and ensure assets are kept external to compiled Flash files. Ideally a vendor will offer some form of maintenance or authoring tool that allows some degree of updating to content. You should ensure some form of maintenance strategy is in place and agreed before engaging on any bespoke development. [index] |
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A manifest file is an XML file listing of all the assets in a course required by an LMS using SCORM. Assets include SCOs, HTML, Flash SWF files, and so on. The name of the manifest file is always imsmanifest.xml and it must appear in the root of the content package. See SCORM package [index] |
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A mark-up language is a text based way of categorising elements within a document. For example, the common web language HTML is a mark-up language which 'marks up' categories of a document such as Titles, Headings, Paragraphs, Lists and so on. [index] |
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This is the ability to complete a task accurately and quickly - with all necessary knowledge and skills to do the task recalled from memory. Any task which requires mastery would be an ideal choice to choose within an activity. [index] |
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Metadata is data that describes data, its goal being to enable data to be searched, retrieved, and understood effectively. An image may contain metadata comprising key words that describe it, its size, and so on. A web page may contain metadata about the key content areas, the author, and so on. Learning objects also use metadata. There are various schemes for metadata that provide standard elements and categories to describe data. (Examples are DC-Education, and IEEE LOM). See also tags [index] |
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A metric is a measure of any quantifiable component. A lot of the metrics used in e-learning are based on a 'per hour' of courseware. However, with trends for smaller, bite-sized e-learning this may soon be a thing of the past. Below are some common e-learning production metrics: Cost based:
Time based (hours of effort):
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Mock-ups are samples of potential final artwork (art direction) for e-learning materials put together for discussion with the client. Mock-ups are neither low-fidelity, nor quick ideas as in a mood board. Mock-ups represent what could be final artwork. Also called scamps and comps [index] |
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A mood board is a composition of images, text, and samples of objects to show concepts. In e-learning a mood board is usually used for visual concepts and created by an art director, either electronically or physically. They can be a mix of screen grabs showing examples of other courseware, websites, photos and illustration styles, and words - all of which go to capturing the look and mood of the course. A mood board can be used with a client to brainstorm thoughts and ideas, and with an internal team as a style guide for development. Unlike mock-ups a mood board has the advantage of being quick and easy to produce, ideally put together within a few hours. See also walkthrough, prototype [index] |
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Moodle is an open source VLE, originally designed to offer a 'social constructionist' learning environment. Over the years Moodle has benefitted from its open source nature and become a rich featured system with numerous add-ons available to enhance it. With increasing commercialisation of open source software, and organisations looking for best value solutions, Moodle has become the de jour LMS. Simple skinning of the user interface and some customisation to create reports on user activity appropriate for the business world make Moodle a highly attractive LMS option. [index] |
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Extrinsic (external) motivation is best considered as a 'reward' scheme. This is often a short term boost to motivation. Don't exclude but use judiciously. For example, studies have shown that the motivational aspect to an external reward is precarious. The reward has to be:
Ideally a 50:50 chance of success appears to be a fairly optimal chance. Too hard, or too easy and motivation wanes. A number of neuroscientists now believe that games are highly successful because of this motivational aspect of an uncertain reward. In an ideal world a person would wish to learn. This internal (intrinsic) motivation is the type of motivation that's most crucial. Intrinsic motivation can be enhanced by:
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Common database language used with many open source systems. Examples systems using MySQL include Moodle, Mediawiki (the wiki that powers wikepddia), and WordPress (a blogging system). [index] |
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Popular names given to micro courseware, maybe only 1 or 2 minutes long. Often comprising a single screen that features some simple interactivity, a video clip, an audio clip, and so on. [index] |
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Research studies have shown that when an instructor guides the online interactions of learners they are less successful. Telling students exactly how they were to approach an assigned task did not improve learning. However, guidance given to students that structured how students should interact with each other through methods such as gathering information from each other by asking critical questions did improve performance on knowledge tests. [index] |
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To keep things simple in our e-learning glossary we'll restrict our definition of open source to what's most relevant, which in our case means software or an application whose source code is openly available to anyone with either very relaxed or non-existent intellectual property restrictions. Some well known examples of open source applications are Moodle (an LMS), Mediawiki (the wiki system used by Wikipedia), and WordPress (a popular blogging system). The open source philosophy is "release early and release often". This allows updates to be tried, tested and updated for relevance and for errors quickly. [index] |
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Optimisation when dealing with web technologies refers to making code or asset as optimal as possible.
Often when optimising one element there is often a compromise with another element. In coding, for example, optimisation in a one area may result in suboptimal code being necessary somewhere else. With video optimising for sound quality may cause a degrading of image quality. And so on. [index] |
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An outcome in learning is a result you want to achieve from your learning materials. Outcomes could relate to a number of different areas, for example::
Outcomes specifically focused on people experiencing the learning are called learning outcomes (also learning objectives). Outcomes are often measured in an organisation through evaluation. See also assessment [index] |
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Page weight determines the download time for a given page at a given connection speed. Page weight is a measurement of the file size (usually in kilobytes) of a Web page that includes the combined size of all the elements of the page, including HTML files, images, audio or video, Flash animation, and so on. To ensure an acceptable user experience e-learning must be quick to load and quick to respond or frustration sets in very quickly, rendering the e-learning 'unusable'. Optimisation of assets, use of cascading style sheets, as well streaming and progressive download all help in overcoming page weight issues. [index] |
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A pattern is a term that refers to something that can be reused. In itself a pattern is not a solution, more of a template to use to build your solution. Examples in e-learning:
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We want to clarify something that we believe: pedagogy is about teaching, not about learning. Its origins come from the Greek 'to lead', not 'to hand over the lead'. With that in mind pedagogy should be seen as how you teach, or how you design a path for someone to learn. So if we're talking about pedagogy, we're not really talking about learners taking the lead, we're talking about them being led. We want to clarify something else: this will be hotly disputed by many! We agree that language changes and adapts and terms change over time, but if it's not clear what it means then maybe it's best not to use it and be a bit more explicit. Our view: forget using the term and stick with simpler ones involving the words teaching and learning. [index] |
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PENS (Package Exchange Notification Services) is a protocol introduced in 2005 by the AICC that enables 'one-click publishing' of AICC or SCORM packaged content into an LMS. [index] |
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Hypertext Pre-processor (PHP) is a dynamic scripting language. PHP is generally found on server-side solutions, and in general when PHP is processed it's transformed into HTML. PHP forms the basis of many open source applications, including Moodle, Mediawiki, and Wordpress. [index] |
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A pilot is a 'first roll-out' to test and gain real world feedback undertaken at a manageable scale in case any fatal issues arise. Scale can be limited in a number of ways, for example by only disseminating a small part of the final solution, or by selecting a small portion of the final audience. Other business drivers behind a pilot may be to gain buy in and acceptance from other stakeholders, which could range from budget holders to skeptics. Following a successful pilot, as well as any decided modifications following feedback, a full scale implementation follows. [index] |
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Podcasts are commonly thought of as mp3 audio files. Strictly speaking a podcast is an mp3 file whose availability is made known by using RSS. [index] |
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A Pre-Qualification Questionnaire can form part of the earliest stages of the sales process. The purpose of a PQQ is to help in creating a short list of potential vendors by obtaining sufficient information to evaluate suitability. [index] |
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Priority content is content that: |
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Problem based learning is a learner-centred approach. A person or group of people is presented with a problem whose solution is not obvious (ill-formed). Learning and knowledge acquisition happens in the pursuit of the solution. Similar to Goal Based Scenarios, Scenario Based Learning. [index] |
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This blended learning model features elements of both the flow and core and spoke models. It features one central training approach (student-centred activities) and mandatory support materials that are used by the student in working through activities/ problems. See also sandwich model [index] |
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see streaming media |
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In e-learning a proof of concept is a small, incomplete realisation of an idea, usually a design or learning approach, that's created to confirm if an idea works or is viable. See also prototype, walkthrough [index] |
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A proposal document ('proposal') is a document from a vendor containing the response from an invitation to tender (ITT). Also called a response document. [index] |
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E-learning often introduces a prototype for each of the key areas:
A technical prototype may not feature any content, or simply dummy content. This is designed purely to ensure the technology works, and to investigate integration with other systems. Integration is usually with an LMS that isn't fully SCORM compliant, but integration could involve many other systems using various APIs. A full prototype is mainly fully functional (but unlikely to be integrated with the full system) that provides the first impression as to what the final solution is likely to look/ feel/ behave like. Likely shortcomings in an e-learning prototype are:
See also rapid prototype [index] |
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The Question and Test Interoperability (QTI) specification defines a standard format for representing assessment content and results designed to facilitate interoperability between systems, for example across various LMSs. [index] |
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The original idea behind the phrase rapid e-learning was content produced by a subject matter expert using a rapid authoring tool that fell within their comfort zone so that they could do it quickly and efficiently. The level of fidelity was not the major issue - getting accurate, timely content out into the organisation was key. Basic functionality of tools to convert, say, a set of PowerPoint slides with the option to convert simple animations made inside PowerPoint, to record some audio, and to add some questions appeared sufficient. Today, rapid e-learning also has a commercial services angle. These rapid authoring tools are once again getting bigger, more functional, and highly professional - basically they are now professional development tools. They are the backbone of many an e-learning company, and are used by instructional designers to create courseware. [index] |
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A rapid prototype is an iterative prototype produced following a rapid prototyping process. [index] |
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Rapid prototyping is based on a little and often, rather than a lot and rarely. In a nutshell rapid prototyping goes as follow:
This above process in effects is a development model for use with an authoring tool, but with less opprtunity for modification. See also Template [index] |
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see conversion |
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See ITT |
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Really Simple Syndication (RSS), also historically referred to as Rich Site Summary, is a way of pushing content out to people. RSS allows a person to subscribe to a service that's regularly updated, say a blog, podcast, or news site, and receive 'pushed' content. RSS is produced as an RSS 'feed', which is a specially formatted XML document that can easily be read and displayed, most commonly with what's called a reader. (For example Google Reader). The RSS feed is usually created automatically from the content management tool used to create the original content, for example a blog. In e-learning there could be a number of applications, for example:
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Software as a Service (SaaS) is where a web based system, installed remotely on a service provider's machine, is accessed and used through a browser without the need to install the system locally. Access to the service is by subscription. The best example of SaaS is salesforce.com. [index] |
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For rich digital media (audio and video) sample rate is the number of samples (discrete readings) taken per second of either a continuous sound or a continuous image. Let's look at some examples. For video 25 still images per second representing a video source would equate to a sampling rate of 25 Hz (Hertz represents 'per second'). For audio we require a far higher number of samples per second than video to represent an acceptable fidelity. The higher the sampling rate the higher the quality, which comes with a trade off of a larger file size. However higher sample rates do not increase file size as much as higher bit rates. [index] |
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A sandpit is the name given to an emulation of a system that allows a person to explore and play around with it to gain an understanding of what it can/ can't do in a constructivist manner. There's no marking, and no right and wrong; a sandpit simply presents a 'safe system' where someone can practise. [index] |
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This is a blended learning model. It features face to face elements sandwiched between before and after e-learning activities. See also flow model, core and spoke model, problem-centred model [index] |
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A SCO (Sharable Content Object) is a web based learning object that conforms to SCORM. [index] |
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A scoping document assists with assessing as well as managing the scope of an e-learning solution. Scope in e-learning can be defined by the breadth, depth, treatment, and fidelity of the solution. For an e-learning course a scoping document would usually contain:
For a blended learning programme. A scoping document would require additional information:
A scoping document can also contain an outline of the proposed structure of the course. See also storyboard, walkthrough [index] |
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SCORM is an acronym for Sharable Content Object Reference Model. This model was created by the Advanced Distributed Learning (ADL) standards body. SCORM is a collection of several specifications, and has become the adopted way for e-learning content to talk to an LMS. The original AICC JavaScript interface (AICC API) is part of SCORM, but not the AICC HTTP protocol. SCORM compliant content should in theory work on every SCORM compliant LMS without any problem. Good news! SCORM has two active versions: SCORM 1.2, and the newer SCORM 2004. SCORM 1.2 is widely used and supported. The SCORM 1.2 data model defines what information can be passed from a SCO to an LMS. Examples of data are progress (not started, started, complete), score, session time. SCORM 2004 is a new specification driven mainly by the US military requiring all its courses to be SCORM 2004. Some differences compared to SCORM v1.2: |
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SCORM packaged refers to a zip file called the Package Interchange File (PIF) that is created for upload into a SCORM compliant LMS. The PIF contains: |
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A screen reader is an assistive technology that presents the visual content of a web page in a non-visually way. For example a screen reader may present a visual web page through sound (voice synthesiser) or touch (Braille). As web technology improves and facilitates greater accessibility, screen reader technology also improves. See accessibility [index] |
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A script is the text / audio that will appear in an e-learning programme. A script may also contain additional information, such as graphic briefs, interaction types, etc. A script could be created in a number of ways: in Word, in PowerPoint, in a simple text file, directly into an authoring tool, and so on. The idea between a script and a storyboard has become blurred, but traditionally a storyboard did not contain a full script, only state what the text would cover. See also scoping document [index] |
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Scripting languages (also called dynamic languages) are the languages of choice for modern application developers. Scripting languages, amongst other things, are a lot simpler to write than 'lower level' programming languages, and do not need precompiling as they're compiled 'on the fly'. Examples of scripting languages are PHP, JavaScript, and ActionScript. [index] |
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A scrub bar (also called scrubber) is the bar that 'fills in' during playback of a video or animation in most media player devices. Scrub bars are active video controllers, a user being able to click and drag on the bar to fast forward or rewind. They allow a person to have a high degree of control over seeking and scanning rich media files. [index] |
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Server-side means that an action occurs on a server, rather than the device that makes a request (called the client) to the server. Let's consider a couple of example:
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Simple content is content that requires little if any mental processing. Examples are information, and facts. See also complex content [index] |
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A simulation of something in e-learning represents a specific case or cases of modelling some form of system/ process/ event. A simulation:
See also emulation [index] |
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A Service Level Agreement (SLA) is used between an organisation and provider for many things in terms of expected service levels,including:
In e-learning it's common to have SLAs with providers for services such as Maintenance, Help desk support, and Hosting. [index] |
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Although the term smartphone is well used, there's no standard definition. Usability guru Jakob Nielson actually classifies mobile phones into three:
For us the modern meaning of smartphone is best exemplified by the iPhone. The key is that they tend to offer near enough the same functionality as a PC, are highly usable offering a 'large' screen, and are 'smart' because they can run apps. [index] |
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Source code refers to the text that contains the instructions to make applications/ courseware work. DHTML solutions have source code that's compiled dynamically by a browser, so by default source code is provided with DHTML courseware. E-learning developed in Flash has source code within the Flash source files. Flash source files likely contain both graphic elements and ActionScript. Generally these are not delivered as part of Flash courseware. Open source solutions, for example the LMS Moodle, the blog Wordpress, and the wiki Mediawiki are all provided with full source code, enabling modifications to be made. These are most commonly coded in PHP, although other languages such as Python, Perl and Java are also commonly used. If you commission any bespoke e-learning request too all source code and source files that don't compromise a vendor's Intellectual Property. [index] |
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A source file is any file that contains the original source of any final product. In many instances the source file is in a different format to the final format, and requires a specific piece of software to be of use. Developers also call source files source code. Let's demonstrate through a number of examples:
The advantage of having source files allows you to modify any of the final products provided you have the appropriate tools and skills. See also maintenance. [index] |
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Anyone who has a vested interest in the success of the solution - at any stage! This includes senior management, vendors if involved, the people doing the e-learning, as well as their line managers. In terms of managing a project it's important to manage each of the relevant stakeholders at each stage of the project, ensuring that each one is on side. [index] |
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This is often a key part of the process when developing a piece of e-learning. Storyboarding has roots in cartoon animation where animators would sketch out the frames and scenes in rough before committing themselves to the lengthy process of ink and paint. In e-learning a storyboard provides a blueprint of the e-learning, often to gain approval by stakeholders before committing resources to develop the e-learning in full. There are many, many ways to create storyboards - it will vary from vendor to vendor, designer to designer. Most commonly storyboards are mapped out in PowerPoint, Word, and Visio. In the past it's been much more sensible from a time and cost point of view to amend a storyboard than amend fully developed e-learning. However, with the advent of rapid authoring tools, rapid e-learning and rapid prototyping this is no longer a clear cut case. These techniques allow you to create a quick and cost-effective first pass within your authoring tool before developing the final assets. [index] |
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Streaming media is audio or video that is presented to the user in a 'stream', in other words the content steadily flows and does not need to be fully downloaded to the client machine. You can consider this the online equivalent to how TV or radio is presented. To account for different bandwidths dynamic streaming switches to alternative video sources optimised for different bit rates. An alternative to streaming is progressive download. This is the transfer of a file from a server to the playback device. Playback starts before the download is complete based on meta data in the media file telling the playback device when it can start playing the file. The main difference between streaming and progressive download is how the data is received and stored by the client machine. Streaming is much better suited at protecting media from piracy because at no stage is the media file fully downloaded. [index] |
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A style guide does what it says, guides the style. In e-learning a style guide, often separate guides, cover the following:
Style guides are highly effective tools in the creation of e-learning, whether it's ih-house or by a vendor. They ensure consistency of approach from all parties involved. [index] |
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Stylising refers to a way of making something more interesting, more meaningful. A style can create a feeling, a mood, a realism. In e-learning each of the main development disciplines (art direction, instructional design, and development) has a style guide. Most often than not in e-learning 'stylised' refers to the visual style. The following are simple examples of stylised photograph that could be done:
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A subject matter expert (SME, pronounced 'S.M.E.' and 'smeee') as the name suggests is the person who knows the subject matter. See our FAQs on the role of the SME. [index] |
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Summative assessment is the measurement of how effective the learning has been. Summative assessment takes place after the learning experience. |
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Surface learning is the simple acquisition of information as isolated and unlinked facts. No critical thinking or problem based activity is performed. Surface learning does not promote understanding or long-term retention of knowledge. Surface learning is common in many learning and e-learning interventions. Assessment following these interventions generally tests retention of material, which is quickly lost following the assessment. See deep learning [index] |
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Systems training is a specific type of e-learning courseware designed for a user to learn how to use a system or application. Traditionally this has been done through some variant of a Show Me/ Try It/ Test Me simulation. This is a traditional treatment that combines animations showing you how to use something, and a simulation allowing you to practice and be tested in using the system. Screen capture software has led to a growth in systems training that simply provides an animated Show Me mode of the system. [index] |
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Tags (a type of meta data) are keywords used to describe electronic information. Common in Web 2.0 applications, for example blogs, they assist in classifying information. Short message systems, such as Twitter, use the hash tag. This is done simply by using a '#' in from of a keyword in the message. [index] |
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The term template has a couple of meanings when referring to e-learning courseware: 1. A template can refer to a storyboard template. This is simply a vanilla document usually in Word, PowerPoint, Excel, or Visio. This document represents the layout and functionality of a specific screen type in a piece of courseware (e.g. multichoice question screen, or video screen). 2. A template can also refer to a coded version of the screen. This is a template because content (in the form of XML and assets) is simply slotted into place. [index] |
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See ITT |
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A treatment in e-learning usually refers to one of two things:
See also walkthrough [index] |
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Twitter is a website which allows you, either through the website or via a mobile device to post brief messages (140 characters max) to many people at once. Overall using Twitter for novice and structured learning is challenging. For use by a person more experienced in a field, and for on the job support Twitter offers an excellent way to communicate and tap into many people's expertise quickly when geographically dispersed. [index] |
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Usability is about making things easy, clear and simple to use. Factors involving the usability of a system include:
Usability expert Jakob Nielson suggests five quality factors to target to achieve good usability:
Even though mobile learning is back in vogue, especially with smartphones all the rage, internet access on these devices still appears to offer poor usability as reported by Jakob Nielson. [index] |
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This is the experience a person has when engaged by a website or application. In e-learning the term learner experience is often used. This covers all elements that fall under usability, as well as the learning experience. [index] |
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see User Experience |
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Vector images are drawn from mathematical equations that represent the image. Common vector file types are SWF and PDF. Vector software packages are necessary to create these type of images, for example Adobe's Illustrator and Flash for illustrations and animations, and 3D Studio Max for 3D models and animations. Because vector graphics are represented mathematically they cab be resized to any size without any loss of information. In other words, resized images always appear perfect. See also bitmap [index] |
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Video in e-learning has several benefits:
Animation sequences should be kept fairly short, and made available with full user control via a scrub bar. Technology-wise, Flash video formats are now the standard used in e-learning, as well as the standard used by YouTube and Google Video. Extensions of this compressed video format are FLV and F4V. Flash video may also have an SWF extension, this simply being a SWF file with an FLV/F4V file embedded. All these formats require either the Adobe Flash Player or the Flash Player plug-in for a browser. Audio in Flash video can also be compressed depending on requirements. In e-learning this is usually MP3. Typical bit rates for different levels of video fidelity are:
When delivering video at lower bit rates the additional bit rate required for audio is an important factor to consider. Unlike audio, video fidelity is not so critical to a person's engagement or experience. The guideline here is not to decrease the audio fidelity in favour of video fidelity. [index] |
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A Virtual Learning Environment (VLE) is an online system that is designed for teaching and learning, and not simply as an administrative system that can house, launch and track users (sees LMS). VLEs are most popular in educational establishments, as well as organisations implementing more traditional curriculum type training. VLEs offer a number of features (commonly called activities) that make them part of any face to face or classroom experience. Many blended learning programmes require a VLE rather than LMS based on these additional features. With time VLEs and LMSs are converging in terms of functionality, especially with the addition of social networking features. [index] |
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Vodcasts are video versions of podcasts. The challenge is in getting a universal format for the video. The iPod supports .mp4, .m4v, and .mov file formats, but not .mpeg. (see video). Strictly speaking a vodcast's availability should be made known by using RSS. [index] |
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The W3C (World Wide Web Consortium) is an international community focused on developing web standards. [index] |
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The WAI (Web Accessibility Initiative) is an organisation that develops strategies, guidelines, and resources to help make the Web accessible to people with disabilities. [index] |
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A walkthrough in e-learning is usually a series of mock-ups of a proposed treatment together with a description of a learner's 'journey' as they go along. A walkthrough is a common way of showing an idea for a treatment in a proposal document, as well as a proof of concept during the design process. Walkthroughs aren't generally interactive. However, with the advent of rapid authoring tools interactive walkthroughs have become common, where a small working demo of the proposed course is put together. [index] |
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The Web Content Accessibility Guidelines set out how to make pages accessible. There are two versions of WCAG, each with three levels of accessibility:
Each level comprises a number of checkpoints that must be met to meet a given level. The highest level is triple A ('AAA'). In the UK The RNIB recommends public bodies meet WCAG 'AA' compliance for online materials. See also Accessibility, DDA [index] |
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Web 2.0: the phrase coined by Tim O'Reilly. In the early days of the web ("Web 1.0") a person's experience was that of an audience member; in Web 2.0 that member of the audience can be an active participant. User generated content (UGC), web apps, and continual change are all synonymous with Web 2.0. Examples of web 2.0 experiences you're likely to have had:
In an old but must read article Tim O'Reilly cites 7 core 'competencies' associated with web 2.0:
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Any collaborative website that allows anyone using a web browser to modify, add, and delete regardless of who has previously contributed. Inside an organisation a wiki can be used:
If necessary a wiki can be locked down, but the philosophy of crowdsourcing suggests that everyone should be active. [index] |
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See HTML |
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XML (eXtensible Markup Language) is an open standard language. Quite simply XML allows you to store information in what is basically a nested table simply by using a text file. (Albeit a text file that's intended to be read by some technology, not by some human!) Although only a text file XML allows you to organize and structure content in a way that's ideal for online technologies. XML allows the separation of content from presentation, and in effect allows simple text to act like a database. [index] |
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XSLT (the Extensible Stylesheet Language Transformations) transforms information held as XML into an alternate form, generally into a form that's readable and usable by a person and not just a machine as per XML. XSL is the language used in XSLT that tells specific information held as XML how it's going to be organised and how it's to be presented. [index] |
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