Flash is about to done in Elearning?

Flash, its been a long journey over the decade where flash ruled in elearning.  Flash has enabled richest content creation tool and deployed on the web by reaching beyond what browsers could do.

No matter what the content is and no matter about the complex application it would be, only the one tool which develops and deploys the end swf in all the browsers.

Now the end is near for Flash. In terms of mobile development. In February of 2011, Mobile Learning and the Continuing Death of Flash , I pointed to the smart moves by Rapid Intake  to work around this problem.  And said, The death of Flash is continuing.

Well, I believe we've seen continuing signs of this with Adobe moving its tools towards HTML 5.  And now, Adobe Admits: Apple Won, Flash For Mobile is Done, HTML5 is the Future. What does all of this mean?  No More Fence Sitting!

When Adobe announced its suspension of Flash Player development, it became clear that there would be a shift to development using HTML5. In a short time, this triggered a wave of change to Web site (from big business to personal) and mobile app and gaming development. Now HTML5 has found another niche to fill and another industry to invigorate: eLearning.

eLearning is currently at the cusp of innovation in America. The inclusion of media – video, audio, graphics, and animation – in eLearning has turned the online learning environment, once tightly bound by books and the limits of online capabilities, into an interactive and personalized realm for students. And, with tech giant Apple’s recently launched plan to publish interactive textbooks and other digital educational content, the ebook has begun moving to phase out the traditional textbook and allow for more up-to-date and flexible content.

Adobe Unveils Captivate 6 with HTML5 Support

Captivate 6 enhancements improve mobile access and boost learner’s engagement – top features include:

HTML5 Publishing with Pause and Resume Capabilities: Publish interactive HTML5 eLearning content that is accessible from both iOS and Android devices and leverage mobile presets to help ensure seamless mobile distribution. By publishing eLearning content as both SWF and HTML5, learners can begin a course on their desktop, pause and later resume on a different device.

HD Screencast: Quickly create HD-quality demos within the new “capture-as-a-video” workflow. Edit video and add transitions, smart shapes, audio and captions. Insert another video in a picture-in-picture format and publish it to YouTube – all within the same UI.

Attractive Out-of-the-Box Assets: Select from a wide range of preloaded actors and set them against customizable backdrops to give content a more personal touch. Include additional interactivity by inserting smart learning interactions, such as widgets, animated rollovers and more, with just a few clicks.

Enhanced PowerPoint Roundtripping: Import PowerPoint 2010 slides along with objects, animations and multimedia into eLearning projects with better fidelity conversation workflow. Easily update pre-existing PowerPoint content, which will be automatically synced via the dynamically linked import feature.

Enhanced Quizzing: Utilize pre-tests to assess the knowledge, skill level or training needs of individual learners. Based on results, direct learners to the appropriate section and use post-tests to gauge what resonates. Allow learners to revisit a relevant section after answering a quiz question incorrectly and, if necessary, discourage guesswork by penalizing for wrong answers.

With Captivate 6, trainers and educators can individualize eLearning modules by recording voiceovers and other sounds that automatically play back when a learner clicks on a specified object. Course designers can also ensure that eLearning content maintains a consistent look and feel using customizable, professionally designed themes. Improved LMS integration helps eLearning developers effortlessly publish content to leading learning management systems, including Moodle, Blackboard, Plateau, Saba and SumTotal.

So slowly we need to get away from flash and need to adopt new tools which will support HTML5 as a end product.


Source: http://eon.businesswire.com, http://elearningtech.blogspot.in, http://www.sessions.edu

Content Providers.....

Hi There,

Every established system in the country always attracts severe criticism. The Indian Education system especially has been the target of many allegations from students, parents and teachers. Students think they are overburdened, teachers think they are not paid enough and parents want their children to get 99.99%. Where does the buck stop?

Recently i have sawn so many institutions empowered with new digitalized versions of their content, so many changes in the education system. So many new technologies came into the market, all the technologies main intention is to provide the rich quality, enhanced graphics and a lot options to read, write and modify the given content. That’s really a great growth in the educational system.

But how many are really trying to understand what exactly a student need? Will the developed content has really that much worthy to reach the student; was it really understandable by the student? Are we really going down to student level and trying to develop the content in that way?

All are went into a race, to commercialise their products and want to sale their content and be wanna number one in content providers list…. Unfortunate thing is some of the companies are paying money to earn the awards as a best content provider. Is that award is really that much worthy if they pay the money for awards…….

Nelson Mandela says, “Education is the most powerful weapon which you can use to change the world.”, so as we do believe in.

A change in the educational system presentation is inevitable at the same time need to look into the quality, quantity and transparency in the teaching methodology has to be taken care. Drastic changes in the system are really appreciable.

Using the  latest technology like lappies, tablets, new smartphones are rocking in the market with variety of apps which are smarter and informative. Even I am also developing some of the apps witch will be runs over all these devices and more informative for the users. Hope will come back with some other information on the same.

ID Role in E Learn

Hi, Welcome me back after a long time, as i got too busy with other works, i coudln' done any posts.


As you people are observed all these days many of the company's started E Learning. Because they get more money from e learning. It is a goldmine for the company's who are developing the e learning content.
Do you think how much money will come from a e learning module. let us compare:


If a software company started a Software applicaion depending upon the critical functionality the amount will be increase, so the vender will charge will be approximatly 15 L for one project. If it gonna worse maximum he can charge to the client about 20 L. The time will take approximatley 1.5 years to 2 years it will take to develop that application. The amount vender got from the client will be served to the project team members may be the profit will be about 5L.

Where as in a e learning, the amount will be calculated in terms of hours and the interactivity used. Suppose with 20% of the interactivity with 1 hour time period module will costs approximatley 2.5 L . This will depends on the quality also. The time will take to develop such module will be approximatley 250 work hours .

So comparing with the Software Application development and Elearning will differ like a earth to sky ratio.


In e learning

- Company will be getting more profit.
- Time for development will be less comparing with Application development.
- Manpower will be less.

The E learning will be based on the Content Development side frstly.

The ID (Instructional Design) will start the work like a team the team consists various depaertments like Content Writers, Graphic Designers, Programmers, Testers etc.,


The Structure goes like

The Instructional Design Team

Personnel involved in creating e-learning include instructional designers, graphic artists,
programming or authoring specialists, project managers, subject matter experts, quality
assurance personnel, a Webmaster or database specialist, and content/instructional writers.
Depending on the size and budget of an organization, a team could include one person or an
entire team of people. Often, this plays into an organization’s decision to use a custom content
developer, to build their own content, or to purchase commercial, off-the-shelf content. Below is a sampling of some of the main players on an instructional design team.

Instructional Designer
The instructional designer works either alone or with a team to design training that is based on
sound instructional design principles. The instructional designer determines objectives, activities, sequencing, and evaluation methods needed to meet the goal of the instruction – and for elearning – all within the capabilities of the online environment. He or she should have knowledge of media techniques, Web design, and authoring skills.

Subject Matter Expert (SME)

The subject matter expert is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs.


Graphic Artist/Designer
The graphic artist collaborates with instructional designers to provide interface design and good
Web usability. He or she creates page layouts, graphics, colors, and media to support the
instructional objectives.

Writer/Editor

This person writes and edits e-learning for Web delivery. He or she must understand Web page
layout, usability, and style guidelines.

Course Developer/Designer

This person works to develop e-learning using a variety of authoring tools. He or she makes the
conceptual link between course and Web design.

Project Manager

The project manager oversees all aspects of an e-learning project. He or she serves as the
primary contact point between all parties and is often responsible for developing timelines,
identifying risks, and keeping projects within scope and budget. The project manager must lead a diverse team through all stages of a project, keeping track of resources, documentation, and
deliverables. As you can imagine, the project manager must be organized, be flexible, and be a
good communicator.

How Long Does it Take to Create E-Learning?

There are no set measurements on how long it takes to create e-learning. It depends on the
content, resources available, level of interactivity, and capabilities of the developer. One source
says creating a one-hour e-learning course averages about 250 hours of development time.
Acceptable production times are approximately 8-12 weeks for one hour of training, 12-16 weeks for two hours of training, and 16-20 weeks for three hours of training (Codone, p.14). This is consistent with this author’s experience on an interactive course utilizing a team of people.
Bryan Chapman, chief learning strategist and consultant/researcher through alliance with
Brandon Hall Research, provides the following benchmarks:

Ratio Type of learning
34:1 Instructor-led training (ILT), including design, lesson plans, handouts, PowerPoint
slides, etc.
33:1 PowerPoint to e-learning conversion. Not sure why it takes less time then creating
ILT, but that’s what we discovered when surveying 200 companies about this
practice.

220:1 Standard e-learning, which includes presentation, audio, some video, test questions,
and 20 percent interactivity.

345:1 Time it takes for online learning publishers to design, create, test, and package thirdparty
courseware.

750:1 Simulations from scratch. Creating highly interactive content.

Source by : © Brandon Hall Research

E Learnig 2.0 going high

One of the strongest, but least hyped, uses of web 2.0 technologies over the past couple of years has been e-learning.
We've covered this topic extensively on Read/WriteWeb - and so we're pleased to bring you this overview of e-learning 2.0, including the leading web apps and sites in this niche, and predictions for its future.
In August Steve O'Hear (now last100 editor) wrote an introduction to e-learning 2.0. He noted that teachers and students are embracing web technologies such as blogging and podcasting. Although not designed specifically for use in education, these tools are helping to make e-learning far more personal, social, and flexible.
According to Steve, the traditional approach to e-learning has been to employ the use of a Virtual Learning Environment (VLE), software that is often cumbersome and expensive - and which tends to be structured around courses, timetables, and testing [examples listed below]. That is an approach that is too often driven by the needs of the institution rather than the individual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, loosely joined' approach that combines the use of discrete but complementary tools and web services - such as blogs, wikis, and other social software - to support the creation of ad-hoc learning communities.
Examples of e-learning 2.0 apps and websites
edublogs.org and wikispaces.com are two examples of blog and wiki resources for e-learning. Steve's post includes many other examples of edu-blogging, podcasting, media sharing and social networks. There are some interesting web apps for students popping up, for example a collaborative note taking app called stu.dicio.us and the ReadWriteThink Printing Press - which enables users to create a newspaper, brochure, etc.

For an in-depth look at one of the leaders in this space, Steve profiled Elgg - a social network for education. This is an excellent example of how web 2.0 is shaping e-learning. Elgg is social networking software designed especially for education - built from the ground up to support learning.
Described by its founders as a 'learning landscape', Elgg provides each user with their own weblog, file repository (with podcasting capabilities), an online profile and an RSS reader. Additionally, all of a user's content can be tagged with keywords - so they can connect with other users with similar interests and create their own personal learning network. However, where Elgg differs from a regular weblog or a commercial social network (such as MySpace) is the degree of control each user is given over who can access their content. Each profile item, blog post, or uploaded file can be assigned its own access restrictions - from fully public, to only readable by a particular group or individual. Click here for an insightful interview with Elgg's founders.
Note that this type of e-learning social network is similar to "smart" social networks, in which you can put access controls around your personal details, so that only people you trust can see them. Facebook, imbee, Vox, and Multiply are all examples of smart social networks.
Another great example of an e-learning 2.0 app is ChinesePod, which we profiled in November. ChinesePod teaches Mandarin over the Web. It uses podcasting, RSS, blogging - and other Web 2 technologies - to teach Mandarin Chinese. The business model is surprisingly simple - subscriptions to language-learning materials. This complements the free offerings - basically, the Mandarin podcasts - very nicely. For example, if you want to dive into learning Mandarin straight away: select one of the episodes, plus you can participate in the discussions. The first level subscription is called 'Basic' and gets you a PDF transcript of the podcast. If you want get really serious about learning Mandarin, sign up to the premium subscription service and receive learning resources such as Review Materials and Lesson Plans.
The community aspect of ChinesePod shows what can be done with web 2.0 technologies in e-learning. Check out the Community page - which has a forum, wiki, blogs, photos, rss feeds. All the usual pieces, but each has a practical purpose. The wiki has extra links and information, the forum is well-used by users, the photos are lovely (of China), and there are a lot of great rss feeds to choose from.
Google, Microsoft, Apple, IBM - active in e-learning 2.0



What else is out there currently in Internet-based education software? Well for a start, the Internet BigCos all have products in the e-learning segment. Google offers the free Google Apps for Education (includes Gmail, Chat, Calendar, Page Creator, start page). Microsoft has a range of education products (including live.com hosting/email and potential groupware for education), and Apple offers free podcast hosting for education (iTunes U). IBM is also a player in the education sector.
Google seems to be particularly active in education, amongst the Internet companies. It has Google for Educators, described as "a platform of teaching resources". Also its Google Enterprise Professional program has at least one education provider - Blackboard become the first member of the program to focus primarily on educational institutions.
Not to mention that online office products can be used to enhance collaboration in an education setting. Google Docs & Spreadsheets for example. In effect, the BigCos are able to leverage their current product range and promote them to schools.



Collaborative E-learning Systems
As well as blogs and wikis, there is a class of e-learning 2.0 software that is more of a platform product. These are referred to as collaboration systems and examples are Elgg, Nuuvo and Digication. As Digication's Jeffrey Yan explained in January, e-learning 2.0 tools are often promoted by educators in a grassroots manner. Which when you consider the usual hierarchical academic setting, is an interesting trend. Jeff told R/WW there is a community of users who support these tools and "their approval/disapproval with features, functionality and direction can make or break a [e-learning] company."
As for the near future of collaborative systems, Jeff Yan says that blogs, wikis and podcasts will start to merge with more educationally focused systems in 2007.
Traditional Learning Management System (LMS)
Also known as Virtual Learning Environments (VLE), examples are Blackboard, Moodle and Sakai (the latter two are open source) As we hinted at above, the big commercial software like Blackboard is very 'old school' and doesn't have much focus on the community aspects of learning. They're expensive and are generally seen as clunky and difficult to use - not unlike traditional Content Management Systems in enterprises (Vignette, InterWoven, et al). They also have a lot of features that most teachers and students don't want or need.
However there are some newcomers that are interesting - call them LMS 2.0 perhaps ;-) As well as Digication and Nuvvo, there is Chalksite and haiku LMS.
Conclusion
As this article shows, there is a lot of web 2.0 activity in the e-learning space - including from the big Internet companies like Google and Apple. The current era of the Web is all about two-way communication, collaboration and 'read/write'; and the classroom is an ideal place to utilize these technologies. In the comments, tell us some of the e-learning apps or experiences you've encountered.

Source : www.readwriteweb.com

M Learning

The concept of m-Learning has been well established. But are we really prepared for the outburst that it can create? We are really at the fringe and there is much more beyond creation of beneficial content. Let us explore the immense new possibilities this can open up.
Mobile Culture
A new culture has been in formation ever since the mobile device was introduced. The device itself has been upgraded continuously and from an ordinary communicator has become something unrecognizable form its humble origins. This has thrown up new usages and new ways of action and thought.

Let us first look at the user. Imagine the old student in the public lab hooding over his/her desktop browsing away for information and piecing together information and collaborating with class over content. In today’s environment the same student is now carrying a mobile device on which content is streamed at intervals and he is able to immediately Google across to find a particular meaning or context to continue his quest. The best part is he is neither bound to his desktop nor to his class. His area of operation has widened considerably and he is no longer restricted by such mundane elements as time and space. He may well sit in the cafeteria and, across coffee and bagel, attend his class. This m-learning may well be directed at a small group or at a larger class, all dispersed over space and still engage in a common project. He may well be straddling across and still glued to his mobile is in sync.

This is truly the return of the nomad. With data streaming in wherever the recipient is he is able to research his area of interest on the World Wide Web spread across space. Research is now on the fly in motion. When the effort is collaborative the team is in all probability working in different spaces.

M-Learning
With bio-Wap facilities data now flows with the aid of the camera and video streaming of content adds richness and offers new depths of understanding. Imagine looking at a plant, sending its picture over to others and getting information

Where is the pedagogical connection in this cyberculture? If we are able to harness this then we would have truly raised the level of m-learning and it will be as useful as other learning methodologies.

A new Information Literacy is on the horizon. Social softwares like Meetup have been introduced and have created a swarming attitude. If this swarming can be extended to learning then a giant stride would have been made. The big question is the instructor also ready to join this swarm? This can play the role of a building block? Can the institutions use this opportunity and build upon it in a structured way?

The Future of m-Learning
There is an explosion in information and it is beyond the boundary of Places. It is available everywhere. Interactive web is creating new thresholds by the hour. Questions are now posed and posted literally at others’ doors and answers come from most unexpected quarters. Collaborators become groups and they turn into swarms. There is a contributory mood in the swarm.

There is a new philosophy in the offing. The human layer of the earth has now become a vast downloadable, searchable, writable surface. This is augmented reality in practice. With new mobile usability and capabilities the physical world is moving into digital spaces for first hand learning. The nomadic swarms are already invading the campus and the time has come for the teachers and the institutions to rise up to the occasion and change the face of pedagogy.

From : http://www.elearning-india.com/

E-learning in India

About E-Learning :
E-learning or electronic learning in India is gaining prominence slowly, but indeed steadily. This is due to the fact that more than half the population of India today is below 25 years of age and the number of Internet users are growing continuously. The tremendous growth of the economy in the recent past has also helped in the growth of online education in India. E-learning in India is specially popular with the young professionals who have joined the work force quite early but still would like to continue their education that may help them move up their career ladder quickly and safely. They find
online education
in India very convenient, as the nature of the course work does not require them to attend regular classes. Moreover reputed institutes like Indian Institute of Management, Indian Institute of Technology, Indian Institute of Foreign Trade are today offering e-learning courses.

Thus e-learning in India makes it possible for the learners to pursue their education from reputed institutes without much hassle.
Online Education Scope in India
:

The scope of online education in India is actually much wider.

Apart from proper course works, some E-learning portals in India are also conducting mock tests for various competitive examinations like engineering, medical, management etc. For example, the Indiatimes group has introduced the Mindscape test center where one can appear for mock
IIT-JEE exams
online for making self-assessment.

The Gurukul online Solutions, apart from providing various courses, set up a Jobs and Careers Centre (JCC), which, not only provides job-oriented vocational education in a variety of domains, but also provides career enriching courses via eLearning. They also offer Live Virtual Classroom connectivity to over 175 cities across India. Some E-learning portals in India are also providing tutorials for school students. Thus the reach of E-learning in India has expanded from adults to teenagers.The future of E-learning industry seems to be very bright in India as number of Internet users is growing in the country

at quite a satisfactory pace and more and more reputed players are showing their interest in the e-learning business. In fact, if prices of computers become affordable and Internet speed becomes tolerable, e- learning can work wonders for the country. Therefore, on this page, we would be providing information about all the online courses in India and the key players that are providing e-learning solutions in India.
From: http://www.indiaedu.com

Some standards

Now we will take look on the development side of Elearning
As we know as of now, we need to fallow some standards to maintain the consistency of the media. So to maintain this consistency we use SCORM standards.
SCROM is the packaged data of various Learning Objects (LO’s). These Learning Objects contains various SCO’s (Sharable Content Object). These are again divided into various Assets.
This Asset is the main media of the elearning content. Asset is the combination of some media, text, voice, video etc.

Media can be in any type like image or gif animation or Flash animation. The development of these assets is depending on the level of SCORM standards we are fallowing.
Now days we are fallowing the SCORM 1.2 and SCORM 2004 level to develop the e learning content. Here we need understand the difference in the level of development of course and level of content development. Since Content level and Course developmental level are different.

As of now we have four levels in content development

Level 1
Level2
Level3
Level 4

These four levels indicate the content usage levels in the courseware. In Level 1 and Level2 we use the text and images etc. will be embedded in the asset page. There is no communication between the asset and the other pages. In Level 3, the asset page will be called in to SHELL (Shell is the player of the courseware), each and every asset is called into this Shell. The content is embedded into the asset page. The last level is Level 4, here the Asset and Text will be called into the Shell through XML.

If we fallow Level 3 and Level 4 content development standards the third user can use the content through XML and he can do the changes if he required.

So as of now we know about SCORM standards and Content Development Level’s
Let us look at some file types which AICC (Aviation Industry of Computer Based Training Committee) recommended



The AICC recommends the following standard formats for courseware elements:

Text ASCII

Graphics:
CGM Computer Graphics Metafile
TIFF Tagged Interchange File Format
PICT Macintosh Picture Format
WMF Windows Metafile
DIB (or BMP) Windows Device Independent Bitmap

Motion (Frame-based)

AVI Audio Video Interleaved.
MPEG Motion Picture Experts Group
QuickTime Apple format
FLIC/FLI AutoDesk Animator format
PICS Apple format


Audio

WAVE MS Windows audio
AIFF Audio Interchange File Format (Mac)
AICC Aviation Industry CBT Committee standard formats (DOS)


Logic

Logic elements can be stored in one or more ASCII text files per lesson. The text files may contain programming language code, a scripting language, or SGML tagged text.

The content, in whatever format, must be comprehensive and clear enough to enable a person with a good understanding (of the scripting language or programming language, etc.) to reproduce (without any other information) the exported CBT completely.

Some of the file types we can change upon our convenient or to maintain consistency.