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== Definition ==

In [[User:DSchneider|our]] view there are 3 kinds of definition, E-Learning can refer to:
# A conceptually simple form of content-based [[computer-based training]] (and that shows in "[[e-instruction]] standards" like [[SCORM]]) plus the addition of some [[e-tutoring]] components.
# [[Distance education]] or similar forms of formal open learning (flexible learning, blended distance learning) making use of technology. See also [[open and distance learning]]
# Any form of pedagogical model that makes use of information and communication technology, i.e. what is called "digital learning" in the 2010's and what is covered by the field of [[educational technology]].

[[User:DSchneider|DSchneider]] believes that there is no commonly accepted definition of e-learning. Most definitions include a subset of existing learning technologies and instructional design principles.

In an earlier version of this article, we quoted from Wikipedia's 2006 definition of e-learning: {{quotation|As opposed to the computer-based training of the 1980s, the term e-learning is most frequently used to refer to computer-based training which incorporates technologies that support interactivity beyond that which would be provided by a single computer.}} Since May 2015, the ([[Wikipedia:E-learning]]) is redirected to ([[Wikipedia:educational technology]]), i.e. reflects the idea that e-learning have become umbrella term like "digital learning".

See also:
* [[educational technology]] and [[educational technologies]]
* [[e-learning literacy]]

== History ==

* If one looks at modern content oriented main-stream e-Learning one can not avoid thinking that e-learning has been invented in the early sixties, probably [[PLATO]] in 1963.

* The inventor of the word "e-learning" probably was "Jay Cross" in 1998.

* In the mid-nineties, so called [[learning management system]]s came into existence. WEST (later renamed to TopClass) was probably the first well known system.

* In the early 2000, [[SCORM]] and [[IMS]] data standards became popular. In particular the IEEE [[Learning Object Metadata Standard]] (LOM), [[IMS Content Packaging]] (and associated [[IMS Simple Sequencing]]) became sort of industry standards and also have been adopted by some decision makers and funding agencies in academia.

* In the mid 2000s, [[instructional design]] seems to be back a bit. This shows in standards like [[IMS Learning Design]] or numerous publications on e-learning that focus on serious [[instructional design method]]s and [[instructional design model]]s. However, in industry, simple [[rapid elearning]], based on various forms of [[screencast]]ing and quizzing seems to dominate.

* At the same time, in academina, content-orient [[LMS]] have lost a lot of ground against LMS systems like [[Moodle]], [[Groupware]], [[Blog|weblogs]], [[C3MS]] that favor more activity-based (e.g. [[Socio-constructivism|socio-constructivist]], [[Situated learning|situated]] and generally [[project-oriented learning | project-oriented]] pedagogies).

* The 2010's include a return of the movie, in particular within [[MOOC]]s but also in various very informal settings. In academia, there is a consolidation of the trend to use informal channels, in particular for student-to-student communication. More than ever, education is "communicational".

== Typologies ==

See also the article on [[educational technology]] that introduces other, more general typologies.

=== Schulmeister's type A and B ===

Schulmeister (2005) makes a distinction between:
# e-learning type A based on "manageable" contents that can easily made explicit via standardized [[learning object]]s and individual self-learning .
# e-learning type B focusing on a high percentage of complex contents based on implicit knowledge and that has to acquired through learning [[community of practice]] communities.
In terms of interactivity one also could talk about "internal" (type A) and external person-to-person interactivity (type B). However, from a learning psychology point of view, most of type A e-learning is not really interactive (selecting contents and answering quizzes is a rather low form of interactivity).

[[Image: e-learning-types-schulmeister.png]]

:'''Schulmeister's e-learning types A and B (from Schulmeister 2003, text in blue by [[User:DSchneider|DSchneider]])'''

More generally Schulmeister (2005:486) makes a distinction between 6 didactic descriptors:
# E-learning type (see above)
# [[Pedagogical scenario]]
# Learning model, see [[learning theory]]
# [[Learning environment]] and learning unit
# [[Learning object]]
# Interactivity of [[learning object]]s

=== Euler and Seufert's e-galaxy ===

Euler (2004) presents a conceptual framework to describe learning environments". This 4 component framework allos to describe various settings by four dimensions:
* Social forms of learner interaction
* Social communication forms of teaching
* Type of Media
* e-teaching action forms

[[image:HSG-e-galaxy.png|frame|none|eLearning building bricks framework (SCIL/University of St-Gallen]]

:Source: Euler, D., Seufert, S. & Wilbers, K. (2004) [http://www.scil.ch/publications/docs/2004-euler-seufert-wilbers-elearning-berufsbildung.pdf]

See [[e-moderation]], [[e-tutoring]], [[e-instruction]], [[e-coaching]], for a description of some possible variations of eTeaching action forms.

== Debates ==

=== What can we do with e-learning ? ===

While e-learning is fairly well accepted in areas where [[CBT]] survived well, i.e. low-level training in industry and the military, the value of [[e-instruction]]-oriented models are hotly debated. It is interesting to notice that strongest criticism comes from the [[instructional design]] community and not from [[Constructivism|constructivist]] practitioners and theorists who simply tend to ignore this form of educational technology.

E.g. see Merrill (in press) - who as typical "main-stream" instructional designer always loudly claimed that "Information is not Instruction" - makes it a program to ... "avoid enervative, endless, or empty e<sub>3</sub>-learning (pronounced 3 sub-three learning) and to replace it with effective, efficient, and engaging e<sup>3</sup>- learning (pronounced e to the third power learning)".

In any case, one must avoid confusion between (a) the rather restricted design ideas that are implicitly conveyed by [[learning management system]]s and by many e-learning manuals and text-books and (b) the full richness of available [[pedagogic strategy | pedagogic strategies]], [[instructional design model]]s, [[educational technology | educational technologies]], etc.

=== Change management ===

Debates around e-learning (as well as any sort of [[educational technology]] often refer to [[pedagogical innovation]] issues and [[change management]]. Firstly to explain "why certain things don't happen as they should" and second in order to have models "to make things happen".

== Standards, methods and tools ==

* See also the category [[:Category:e-learning tools | e-learning tools]] for tools and standards related to main-stream e-learning

=== Pedagogical data standards ===

* [[IMS Simple Sequencing]] favoring a [[mastery learning]] design.
* [[IMS Learning Design]] favoring activity-based designs.

=== Meta-Data and packaging standards ===

* [[IMS Content Packaging]] defines how to package a content for distribution.
* [[Learning Object Metadata Standard]] (LOM, which is now a IEEE standard) allows to describe a pedagogical on-line resources with [[metadata]].

=== System's standards ===

* [[SCORM]] publishes series of "standards" that are recommendation on what an [[LMS]] must be able to do. Current versions are usually based on [[IMS]] data and packaging standards.
* [[IMS General Web Services]] to allow for interoperability of various systems. E.g. in some future you may be able to play a content hosted a [[learning management system]] within some more creative platform (like this Wiki).

See also: [[Learning management system]]

=== Design methodology ===

* Typical e-learning projects use some sort of [[instructional systems design]] (for a broader view, see all [[:Category: Design methodologies | design methodologies]].

=== Major players ===

* [[IMS]]
* [[SCORM]]
* IEEE

=== Tools ===

* Main-stream e-learning usually use so-called [[learning management system]]s
* However, most creative and effective programs rely on a much larger palette of tools, e.g. see [[educational technologies]]

== References ==

* Clark Ruth Colvin and Richard E. Mayer (2003). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Pfeiffer, ISBN 0787960519

* Euler, D., Seufert, S. & Wilbers, K. eLearning in der Berufsbildung [PDF, 126 KB]. In Arnold, R. & Lipsmeier, A. (Hrsg.): Handbuch der Berufsbildung. 2004 (in Druck). A [http://www.scil.ch/publications/docs/2004-euler-seufert-wilbers-elearning-berufsbildung.pdf preprint is available]

* Euler, D. Didaktische Gestaltung von E-learning-unterstützten Lernumgebungen (2004), in Euler, D. & Seufert, S. (Hrsg.) E-Learning in Hochschulen und Bildungszentren. München: Oldenbourg, 223-242.

* Institute for Interactive Technologies , Bloomsburg University of Pennsylvania, USA, ''E-Learning Concepts and Techniques'', [http://iit.bloomu.edu/Spring2006_eBook_files/index.htm HTML], retrieved 22:18, 9 December 2006 (MET) (This is a collaborative e-book by students and guest authors)

* Konrad, John, (2003) Review of educational research on virtual learning environments [VLE] - implications for the improvement of teaching and learning and access to formal learning in Europe. Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September [http://www.leeds.ac.uk/educol/documents/00003192.htm HTML]

* Merrill, M.D. (in press) E-Learning: Lessons Learned, Challenges Ahead (Voices from Academe and Industry). S. Carliner and P. Shank, Pfeiffer/Jossey-Bass. Preprint: http://cito.byuh.edu/merrill/text/papers/e3%20learning.pdf

* Naidu, Som, E-learning. A guidebook of Principles, Procedures and Practices, Commonwealth of Learning, Commonwealth Educational Media Centre for Asia, [http://www.wikieducator.org/WikiEdProfessional_eLearning_Guidebook HTML] - [http://www.cemca.org/e-learning_guidebook.pdf PDF]. A nice 100 page guide including a good pedagogical design chapter. (free).

* Driscoll, M., Carliner, S. Advanced Web-Based Training : Adapting Real World Strategies in Your Online Learning, Pfeiffer. ISBN 0787969796

* Schulmeister, Rolf (2003), Modellversuch Lehrqualifikation für Wissenschaft und Weiterbildung, Abschlussbericht, Interdisziplinäres Zentrum für Hochschuldidaktik, Universität Hamburg. [http://www.izhd.uni-hamburg.de/pdfs/Abschlussbericht.pdf]

* Schulmeister, Rolf (2003b), Lernplattformen für das virtuelle Lernen. München:Oldenbourg

* Schulmeister, R. (2005). Kriterien didaktischer Qualität im E-Learning zur Sicherung der Akzeptanz und Nachhaltigkeit. In D. Euler & S. Seufert (Hrsg.), E-Learning in Hochschulen und Bildungszentren, München: Oldenbourg, p. 487.

* Torstein Rekkedal. ()Internet Based E-learning, Pedagogy and Support Systems [http://www.uni-oldenburg.de/zef/cde/support/fa04/Vol.%209%20chapters/Rekkedal1.pdf pdf]

* Felix Mödritscher. (2006).e-Learning Theories in Practice: A Comparison of three Methods.J. of Universal Science and Technology of Learning, vol. 0, no. 0 (2006), 3-18. [http://www.justl.org/justl_0_0/elearning_theories_in_practice/justl_0_0_003_0018_moedritscher.pdf pdf]

* Terry Anderson & Fathi Elloumi. Theory and Practice of Online Learning [http://cde.athabascau.ca/online_book/index.html html]

[[Category:E-learning tools]]
[[Category:Overviews]]
[[Category: Web-based training]]{{edutechwiki}}

E-learning - Revision history

Daniel K. Schneider: 1 revision imported

edutechwiki_en>Daniel K. Schneider: /* History */