Trainees have access to explanations of what the various security devices are, how they work and how to configure them for several levels of protection appropriate to different kinds of clients. Trainees were asked to design a security system for a client by inserting symbols into the network architecture diagram and identifying key configuration items. If they get it right, the DoS is foiled, viruses are kept out, and no data is compromised. There are also hybrid models in use in higher education and corporate training that combine e-learning with classroom or lab sessions; my experience suggests these can be particularly productive, assuming the learning model for each part has been carefully thought through.
Community colleges have employed IP technologies to make the lecture and lab sessions more intense and better focused by assuring that students are well prepared for them, then using e-mail and chat to respond to questions and reinforce the experience.
Why we're missing the real potential of IP technologies. Obviously, there can be no such thing as a generic e-learning model because the range of potential instructional strategies and learning models is significantly, but not entirely, dependent on the capabilities of the delivery platform.
How else could one create courses overnight, as some firms claim? The delivery media drives the learning model, not the other way around.
Given the rich videoconferencing-plus-collaboration platforms that are emerging Polycom, Tandberg , we still have a chance to show how the Internet can enhance the learning experience and not merely extend traditional models to wider audiences. There is the potential now to develop models that are highly suitable for a wide variety of learners and objectives, so let us examine what is known about how adults learn. Matching technology to adult learning styles. Among the most suggestive conclusions to emerge from that work are these:.
Capabilities of IP-based platforms. They have low bandwidth and processing requirements, but high potential for many learning tasks, both synchronous and asynchronous. This capability enables tutorial and presentation models, of course, but may be particularly suited to those built around case studies and projects.
It is widely used for both synchronous and asynchronous presentations. The systems are not yet robust enough to move into the mainstream, but close. There is a significant cost savings over ISDN-based systems, as well as considerable improvement compared to the uneven quality of that older technology.
Conferencing systems offer potential for using a variety of learning models, but they are largely intended for synchronous learning. An e-learning strategy with access to this capability might choose to offer a significant amount of instruction by means of other IP-based technologies, then periodically use multipoint video-conferencing to, say, review a case or project, asking the team to defend it in the face of questions from other trainees or the instructor.
But I fear that once a robust IP-based conferencing system is in place, the tendency will be to emphasize the sage-on-a-stage learning model because it will be cheaper and faster to develop. They can question the instructor, instead of just listen to him. Technology can offer alternative and complementary ways of approaching a topic: read, listen, observe, discuss, reflect, construct.
Simulations may be inexpensively done, supplemented by Instant Messaging and e-mail among the trainees. Do we need to use all the capabilities of e-learning technology for every training task in the curriculum?
Some cognitive skills can be learned with a minimal Internet platform, although pace, practice, feedback, and remediation are probably necessary if you are to reach an standard 80 percent of trainees score 80 percent or better on the post-test. The effectiveness of the course is less dependent upon the enabling technology than on the skill with which the developer uses the available technology to construct learning experiences appropriate to the trainee and to the topic.
But many firms are likely to be reluctant to embrace one platform for one set of tasks and a different one for other instruction, so the availability of a delivery platform is likely to continue to drive the learning model unless management is unusually sophisticated.
For those vendors, that business model may be cost-effective in the short term. We are going to have to accept the fact that the cost of development of good e-learning courses is high should that really come as a surprise to anyone? Only then can e-learning realize its potential. What is the outlook? For many learning tasks that are not too complex and especially if motivation is high , they will be accomplished via e-learning for many trainees at least as well, cheaper, and with more people getting more training in a convenient manner than before.
For that, we should be grateful. Dropout rates for e-learning will continue to be considerably higher than those for traditional instruction. Educational technology has long been seen as promising, but has rarely lived up to the promises. The e-learning industry is in danger of repeating that cycle. Greenagel is Managing Director of Guided Learning Strategies; he can be reached at flg guidedlearning. All rights reserved. Corporations are more interested in throughput and low unit cost, so solid measures of effectiveness are infrequently developed or applied.
The Hague, 20 August — The International Commission on Missing Persons ICMP today completed the first phase of a campaign to collect DNA samples from Syrian families living in Europe whose relatives have gone missing either in Syria as a result of the conflict, or along migration routes after fleeing the conflict.
The events included a roundtable discussion on the process of locating missing Yazidis and securing their rights, and a commemoration event organized by the Yazidi Legal Network. It is an online resource that can be accessed by families of the missing and others. On that note, it is also my now-meaningless wedding anniversary in three weeks. I am processing this. I want to hunker down and get Missing e back up and running, but it is slow going.
Looks like Tumblr has gotten around to making more of the post control buttons delete, edit, etc into icons! Thanks for the bug reports, folks. I will try getting to the issue with Reply Replies this weekend. I believed that, though unconfirmed at the time, the issue was important enough to inform users about before I had a chance to verify it.
Again, thanks for bearing with me. It has been a smooth move to New York, but it is still a move to a completely new place. Thanks for bearing with me. Looks like there are some lingering issues with Missing e on non-stable versions of Chrome. Issues include Missing e control icons not showing on posts and the Quick Reblog menu not always showing up. Missing e version 2. You can find this option under the Sidebar Tweaks feature in the Missing e settings page , under the Dashboard Features tab.
Update here : missing-e. If you have trouble, clear your browser cache after you update Missing e.
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