E-learning Academy

At the very beginning of the school year, a two-day workshop was held. The goal of the workshop was to provide participants with guidelines related to the program and an opportunity to get to know each other and establish connections with their peers and tutors. Participants received an overview of the courses, as well as an orientation course on WebCT tools for distance learning and an introduction to online learning.

This course introduced participants to the concept E-learning these different approaches to its organization and execution. E-learning it is compared with distance learning and other forms of technology-assisted learning and teaching. 

The aim of this course was to introduce participants to the main theories of learning and teaching and to develop a discussion on how each of these theories is reflected in the design and development of effective e-learning program.

In this course, participants learned how to make informed decisions about technology selection for e-learning. The main topic of this course was the complexity of the technology selection process e-learning, which includes analysis of several factors. 

• Zemsky, R., & Massy, W.F. (2006). Promise and pitfalls: What happened to e-learning and why? (Introduction). Edupoint, 47(VI).
• McGreal, R. & Elliott, M. (2005). Online learning technologies (e-learning). Edupoint, 37(V).
• Pratt, D. D. (2006). Teaching for today: one solution for all? Edupoint, 48(VI).

A two-day Transition Workshop was organized at the beginning of the second semester. The goal of this workshop was to bring together participants for the second time during their studies at the E-learning Academy and to allow them to meet new tutors and the group with whom they would attend the second semester. Participants also familiarized themselves with the content, tasks, and methods of work in the second semester.

 

In this course, participants learned to identify key issues related to planning and management. e-learning, analyze Croatia's readiness to use E-learning identify motivational factors that influence development E-learning in their own and other organizations.

  

In this course, participants studied several approaches to determining institutional vision related to e-learning, considered options for obtaining stakeholder support for activities related to e-learning. In addition, participants discussed the organizational culture at their institutions and analyzed the motivation needed to initiate E-learning.

  

Through consideration of various options e-learning offers, from so-called hybrid learning (classes are partly online and partly in the classroom) to fully online e-learning, this course covers program development and design models online and courses. Participants learned how to evaluate which approach is appropriate for development E-learning at their institution and identify which support issues for faculty and students affect effectiveness E-learning.

  

In this course, participants evaluated proposals e-learning projects and their development through the consideration of organizational and pedagogical issues related to e-learning, as well as the suitability of individual approaches to supporting teaching staff and students. Participants also studied various funding strategies at the local, regional, and European levels. Upon completion of this course, the program would also be concluded.

 

The final workshop is a one-day event for all participants from the generation that is currently completing their education at the E-learning Academy. The goal of the final workshop is to allow participants to review what they have learned over two semesters and to reinforce their learning through group work with fellow participants. The final workshop is also intended as an opportunity for participants from all three programs to gather once again, form stronger acquaintances, and potential business connections. On this occasion, participants were awarded certificates for completing their education at the E-learning Academy.

 

• Bates, T. (2001). National Strategies for e-Learning in Post-Secondary Education and Training. (pp. 33-81). Paris: UNESCO.
• The Economist Intelligence Unit (2003). E-Learning Readiness Rankings.
• Bates, A. W. (2004). Managing technological change: Strategies for higher education leaders. Zagreb, Croatia: CARNet/Benja. (pp. 1-22)

A two-day Transitional Workshop is organized at the beginning of the second semester. The goal of this workshop is to bring participants together for the second time during their studies at the E-learning Academy and to allow them to meet new tutors and the group with whom they will attend the second semester. Participants also become familiar with the content, assignments, and working methods in the second semester.

 

In this course, future e-tutors will be introduced to the basics of course planning, as it is assumed they will be involved in this work or even carry it out themselves. In addition to learning about the instructional design model, participants will define learning objectives and design teaching materials and activities. Their plan for the future e-learning courses teach how to present using concept maps.

 

This course provides an overview of methods, strategies, and techniques available to all teachers, regardless of whether they are in a traditional or virtual environment. Some methods, such as collaborative learning, are more frequently applied in e-learning environments, and by its application to attendees e-learning courses reduce the feeling of isolation or lack of communication.

 

The subject of this course is two types of knowledge assessment: formative and summative. Although different in their purpose (one is applied for student development, and the other exclusively for grading their knowledge), these two types share the same principles and methods. The course also considers the use of technology in knowledge assessment, which can contribute to the accuracy of results and save time needed for grading.

 

In this course, participants will be introduced to the academic and non-academic support that learners need in a virtual environment. Academic support includes learning assistance, which in e-learning e-tutors provide courses. Various departments within the educational institution can be responsible for other forms of non-academic support (administrative, technical support, help with finding or searching for resources...), and e-tutors must establish good communication and cooperation with these departments.

 

The final workshop is a one-day event for all participants from the generation that is currently completing their education at the E-learning Academy. The goal of the final workshop is to allow participants to review what they have learned over two semesters and to reinforce their learning through group work with fellow participants. The final workshop is also intended as an opportunity for participants from all three programs to gather once again, form stronger acquaintances, and potential business connections. On this occasion, participants were awarded certificates for completing their education at the E-learning Academy.

• Anderson, T. (2006). Teaching in the context of online learning. Edupoint, 41(VI).
• University of Victoria Counselling Services (2005). Bloom's Taxonomy.
• Saskatoon Public Schools, Inc. Online Learning Centre (2004-2006). Instructional Strategies Online.
• Salmon, G. and Giles, K. (2006). Online moderation. Edupoint, 41(VI).
• McCracken, H. (2006). Expanding virtual access: Promoting engagement and retention through integrated support systems. Edupoint, 44(VI).

A two-day transitional workshop was organized at the beginning of the second semester. The goal of this workshop was to bring together participants for the second time during their studies at the E-learning Academy and to allow them to meet new tutors and the group with whom they would attend the second semester. Participants also familiarized themselves with the content, tasks, and work methods of the second semester.

In this course, participants will be introduced to the concept and models of instructional design, as well as their individual phases. Special attention will be paid to defining and formulating learning objectives, which should guide all planning of learning and teaching, regardless of whether it takes place in a traditional or virtual environment.

The main message of this course is that the course designer must have a good understanding of media and technologies, as well as their characteristics, in order to correctly choose and apply those in their work that will yield the best results in learning and teaching. In doing so, course designers should avoid the trap of using too much technology, as in this case, „more is not necessarily better.“ During this course, participants are expected to actively explore selected tools and technologies in the E-learning laboratory.

Students in this course will be introduced to the ways in which educational institutions support development e-learning courses and the ways in which this work was organized. As the E-learning Academy promotes a project-based approach, participants are introduced to the basics of management in the remainder of the course. e-learning projects.

During this course, participants will be informed about several topics such as intellectual property and its protection, and quality evaluation and assurance, all of which have a significant impact on production. e-learning courses. Participants also demonstrate knowledge of these topics, as well as those previously covered, in their own production e-learning materials they worked on all semester, and especially during the last course.

 

The final workshop is a one-day event for all participants from the generation that is currently completing their education at the E-learning Academy. The goal of the final workshop is to allow participants to review what they have learned over two semesters and to reinforce their learning through group work with fellow participants. The final workshop is also intended as an opportunity for participants from all three programs to gather once again, form stronger acquaintances, and potential business connections. On this occasion, participants were awarded certificates for completing their education at the E-learning Academy.

• Anderson, T. (2007). Towards a theory of online learning. Edupoint, 51(VII).
• Siemens, G. (2007). Media characteristics assessment: Leveraging multimedia for learning outcomes. Edupoint, 53 (VII).
• Caplan, D. (2005). Development of online courses. Edupoint, 40(V).
• Republic of Croatia (2003). Copyright and Related Rights Act.
• University of Warwick (2005). Evaluating E-Learning Developments.

The e-learning academy programs were characterized by an active approach. Instead of passively listening to lectures, memorizing facts, and preparing for exams once a year, these programs expected participants to take an active role in their own learning, demonstrating self-discipline and organizing their work and time throughout the academic year.

This included continuous monitoring of the schedule and participation in all activities provided by it. Many activities were individual, and the participant chose the time that was most suitable for them within the joint schedule.

Some activities, such as online discussions, both group and otherwise, took place within the scheduled period. Although participants were still free to join discussions when it suited them best during that period, it was important for them to participate in discussions with other participants within the set deadlines, as the group's progress depended on individual participation.

Participants were expected to adhere to the rules of conduct as they would in a traditional educational setting. This included fulfilling obligations, meeting deadlines, respecting privacy, and communicating appropriately in both physical and virtual environments.

All programs of the E-learning Academy were organized such that a group of about twenty participants was led by one or two tutors. Intensive communication between tutors and participants in online The surrounding environment and live workshops were one of the main features of the E-learning Academy program. Tutors are subject matter experts, so different courses are led by different tutors.

Their role was to initiate and monitor the participants' activities. This meant that tutors addressed participants on discussion forums or via email and recommended the order and pace for mastering the material. A significant role of the tutors was also tied to evaluating participants' written work and their participation in thematic discussions.

One of the most important tasks for tutors in the program was to prompt participants to engage in discussions about key issues from the course content. This way, they motivated participants to read the assigned materials, think about them, and express their views. The tutor followed and participated in such discussions as needed, pointing out different aspects of the chosen topic, potential opposing opinions, ambiguities or contradictions, as well as successful conclusions in the participants' statements.

The role of a tutor in e-learning academy programs was envisioned as that of a mentor who guides the participants„ work. The tutor's role was not to transfer “finished" knowledge or always offer the correct answer. Tutors primarily aimed to involve all participants in the work in the most constructive way possible, but they also participated in discussions, group tasks, and similar activities themselves when they felt it was necessary.

For successful class monitoring, the following technical prerequisites needed to be met:

• computer with internet connectivity (minimum 56 kbps)
• web browser (e.g., Mozilla Firefox 10, Internet Explorer 9, Safari 5, and Chrome 16)
• email client
• multimedia player (e.g., Windows Media Player, VLC media player, Real Player, or the like)
• Adobe Reader.

Participants were expected to have basic computer skills, a good knowledge of word processing software, web browsers, and email usage. Other skills were not necessary but were welcome when using the materials.

Employees and collaborators involved in the establishment and development of the E-learning Academy periodically inform the public about it at professional conferences, in professional journals, and through media presence. Over time, they have expanded their interest to the field of e-learning and education in general, so some of the works listed here are the result of such a broader approach to this interesting topic.

The application of information and communication technologies in education enables modern, flexible, accessible, and quality education for a knowledge society. The E-learning Academy will contribute to this vision by ensuring quality e-learning education.

ELA will enable the development of experts in Croatia and the region who will promote and apply e-learning in their environment through research, promotion, and teaching of methods, theory, and best practices of e-learning.

Most important strategic objectives

1. Develop and continuously work on improving the quality of programs, aligning them with global up-to-date knowledge in the field of e-learning.
2. Continuously adapt e-learning academy programs to target participants and their needs.
3. Continuously provide quality service to remote participants and speakers by ensuring quality organization and maintaining the competencies of all participants in the business process.