Catherall Delivering E-Learning for Information Services in Higher Education

1. Auflage 2004
ISBN: 978-1-78063-073-1
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 232 Seiten, Web PDF

Reihe: Chandos Information Professional Series

This book provides a comprehensive overview of e-learning (online learning) systems in the context of system delivery for Higher Education Information Services. The book considers practical issues in choosing a virtual learning environment and discusses a range of issues in implementing, managing and maintaining the service for users. In particular, the issue of accessibility and usability is discussed in the context of recent legislation (e.g. Disability Discrimination Act / SENDA.). - Jargon-free and aimed at information professionals with sole/mixed responsibilities - Identifies leading systems, discussing strengths and weaknesses - Draws examples from current practice in Higher Education

Paul Catherall is based at the North East Wales Institute of Higher Education, where he has played a key role in implementing online learning. He is an MCLIP (Chartered Member of the Chartered Institute of Library and Information Professionals).

Autoren/Hrsg.

Catherall, Paul

Inhaltsverzeichnis

1;Cover;1
2;Delivering E-learning for Information Services in Higher Education;4
3;Copyright;5
4;Contents;6
5;Preface;10
5.1;Note on acronyms and technical terms;10
5.2;Important note concerning URLs (web addresses) in this book;10
6;Acknowledgements;12
7;About the author;14
8;1 Introduction to e-learning;16
8.1;What is e-learning?;16
8.2;Background to e-learning;18
8.3;HE environment;23
8.4;Approaches to e-learning;27
8.5;Resource issues;32
8.6;Challenges in e-learning;33
9;2 Virtual learning environments;36
9.1;Definition of a VLE;36
9.2;Key features;37
9.3;Choosing a VLE;44
9.4;Some VLEs compared;48
9.5;VLE examples;65
10;3 Managing the virtual learningenvironment;70
10.1;Deployment;70
10.2;E-learning strategy;72
10.3;System integration;73
10.4;Configuring the VLE;75
10.5;Managing users and courses;76
10.6;Publishing on the VLE;79
10.7;Templates and generic content;82
10.8;VLEs and the electronic library;83
10.9;Security and abuse;85
10.10;Selling the VLE;87
10.11;E-learning co-ordinators/champions;88
10.12;The role of support staff;89
11;4 Training and user support;90
11.1;Considerations;90
11.2;Manual support;91
11.3;Automated and electronic support;96
11.4;Academic staff;97
11.5;Students;98
11.6;Role of academic support staff;99
11.7;Disabled users;100
12;5 Accessibility and legal issues;102
12.1;Overview;102
12.2;Accessibility legislation;104
12.3;Accessibility on the Web;107
12.4;Assessing web-based resources;109
12.5;Delivering accessible systems;113
12.6;Usability issues;115
12.7;Other legal considerations;118
13;6 Other online learning tools;126
13.1;Overview;126
13.2;Scanning and OCR;127
13.3;Document authoring;128
13.4;Web authoring (HTML based);130
13.5;Web-based multimedia;133
13.6;Presentations;136
13.7;Assessments;138
13.8;Collaboration and online conferencing;139
13.9;Learning objects and VLEs;140
13.10;Plagiarism;145
13.11;Video conferencing;145
14;7 Quality assurance and monitoring;148
14.1;Defining quality assurance for e-learning;148
14.2;Quality assurance principles;149
14.3;Policies and procedures;151
14.4;Staffing;152
14.5;System integrity and reliability;154
14.6;Standards compliance;156
14.7;System reports and statistics;157
14.8;Feedback (workshops, surveys, interviews, etc.);158
14.9;External accreditation;159
14.10;External auditing;159
15;8 Conclusion;162
15.1;Worldwide e-learning;162
15.2;Meeting skills demands;164
15.3;The e-tutor;165
15.4;Mobile learning (m-learning);166
15.5;Ubiquitous e-learning;168
15.6;E-learning devices of the future;169
15.7;Some thoughts;169
15.8;Glossary of terms;208
16;Appendix 1 E-learning online (selected URLs);172
16.1;Accessibility applications and systems;172
16.2;Accessibility bodies;172
16.3;Accessibility support sites;173
16.4;Accessibility and standards validation online (also see web standards ...);173
16.5;Accessibility auditing services;173
16.6;Assessment software (also see VLEs);174
16.7;Assistive technology;174
16.8;Copyright;174
16.9;Document authoring applications and viewers;174
16.10;Education bodies;175
16.11;E-learning /educational technology support bodies (also see Pedagogy);175
16.12;Enquiry systems;176
16.13;Government, official bodies and national statistics agencies;176
16.14;Information science/management resources (general portals);176
16.15;International e-learning bodies;176
16.16;Journals (online) and e-zines;177
16.17;Learning object applications;177
16.18;Learning object repositories;178
16.19;Multimedia applications;178
16.20;Pedagogy/e-learning academic practice;178
16.21;Presentation tools;179
16.22;Plagiarism detection systems;179
16.23;Professional bodies;180
16.24;Suppliers and resellers;180
16.25;Training providers/resources and staff development bodies;180
16.26;VLE manuals and guides;181
16.27;Translation systems;181
16.28;Video conferencing;181
16.29;VLEs/e-learning systems (commercial);181
16.30;VLEs/ e-learning systems (not for profit);182
16.31;Web authoring applications and resources;182
16.32;Web browsers;183
16.33;Web standards organisations and guidelines;183
17;Appendix 2 VLE questionnaire for casehistories;184
18;Appendix 3 Checklist for accessibility/standards compliance;186
18.1;Section 1: Online resources at a glance;186
18.2;Section 2: General notes;187
18.3;Section 3: Standards compliance;188
18.4;Section 4: Web Content Accessibility Guidelines 1.0;191
18.5;Section 5: Bobby accessibility validation;204
18.6;Section 6. Other validation methods;204
19;Glossary of terms;208
20;Bibliography;222
21;Index;226