eLearning taking off in Europe: survey results provide a fresh perspective

The demand for eLearning in Europe is growing, according to an online survey, 'What is the extent of eLearning in Europe' carried out by Cedefop and Alphametrics a UK based consultancy. Of the 539 initial responses to the survey, 83% were from the EU, with the UK, France, Denmark and Greece being well represented. Responses came from universities and colleges of further/higher education (21%), private training companies/organisations (19%) and public VET organisations (15%).
Last year training suppliers experienced strong growth in revenues from the sale of eLearning materials and even stronger growth is anticipated for 2000/1. As a result eLearning will account for an increasing proportion of materials revenue - jumping from 23% in 1999 to almost 40% in 2001. Expenditure by training users/purchasers on operating costs associated with eLearning will also grow fast, averaging around 25% per annum between 1999 and 2001.

In relation to the delivery and receipt of eTraining/eLearning

Training using eLearning methods is most common for ICT, where 43% of users' needs were met by this form of training.
On average a third of purchasers training needs were met by eLearning in the following subject areas: Management, New Product/Service Training.
eLearning tends to be much more widely used/purchased in smaller (those with fewer than 50 employees) organisations - 41%-, than in larger ones (22% in those with 50-499 employees; 28% in those with 500+ employees).

Responses are analysed by organisation type, size, location, whether they are eLearning suppliers or customers or both, the subjects eLearning courses are provided in, as well as revenue from, and expenditure on, eLearning activities.
The survey defines eLearning as all learning using information and communication technologies and according to Johan van Rens, Director of Cedefop, it "represents the first major attempt to assess the current extent of eLearning within vocational education and training in Europe". He stressed that these figures were preliminary and based on responses received over the Internet to the survey posted on the Electronic Training Village (ETV), www.trainingvillage.gr, website since the 1 February 2001. The survey will be supplemented by other data being collected on eLearning over the next couple of months.

The initial survey results were announced at the Learning Online 2001 Europe conference held in London, on 12 to 14 February, jointly organised by Cedefop. The conference also hosted a series of presentations by transnational partnerships which have developed eLearning content with the support of European Union programmes.

Ms Maruja Gutierrez-Diaz, Head of the Multimedia Unit of the European Commission's Directorate General for Education and Culture, welcomed the survey results. She said, "There is a need for information on eLearning in Europe to inform policy decisions and stimulate debate. The survey is interesting and timely as the Commission is preparing an action plan as part of it eLearning initiative to encourage the effective use of e-Learning, in the context of lifelong learning". The Commission's Information Society and Technology programme is responding to the need for high level research into the development of eLearning, which is seen as key to the knowledge-based society.

The final survey report was expected to be ready in May and will be available in English, French, German and Spanish.


Further information from: Colin McCullough (cmc@cedefop.eu.int) or Steve Bainbridge (sb@cedefop.eu.int), Tel. (30-31) 490111

Mobile Learning Insight into Tomorrow’s World

NewswireToday - /newswire/ - St Albans, Herts, United Kingdom, 07/04/2006 - Jane Knight, of Learning Light (LL), the learning technologies in the workplace Centre of Excellence, introduced the concept of ‘Mobile Learning 2.0’ at the ‘Tomorrow’s World’ conference, held recently in London, UK.


Jane Knight, Head of Research Services at Learning Light (LL), a non-profit organisation, seeking to establish itself as a Centre of Excellence in the use of learning technologies in the workplace, was among the key speakers from the corporate learning industry who addressed the ‘Tomorrow’s World’ conference, held in London.

Organised by Matchett, along with Ridge Technology and Pixel Learning, and intended for senior managers responsible for learning and development in larger organisations, the conference covered:

• The future for training provision
• Digital Pen and Paper technology - the answer to remote learning
• Games-based learning and direct testing
• Mobile learning

Knight explained how new life has been breathed into mobile learning (m-learning). In particular, Knight commented that m-learning is now able to support new trends in workplace learning – particularly informal learning - by supporting the delivery of short pieces of content on demand and at the point of need.

She explained how ubiquitous devices, such as iPods, are transforming the concept of mobile learning, particularly through the use of podcasting for both formal and informal learning purposes.

Knight concluded by showing how mobile learning is encompassing and complementing the concepts of Web 2.0 through areas including moblogging, vlogging and collaborative learning.

She introduced the term ‘Mobile Learning 2.0’ - the first recorded use of this term - and encouraged her audience to remember that they had “heard it here first”.

Said Janet Way, chief operating officer at Matchett: “Jane’s enthusiastic insight into the future of mobile learning was well received by our Tomorrow’s World audiences, and there was a lot of favourable feedback.”

For those who are interested in finding out more about podcasting, Knight revealed that the first of a series of Quick Guides to Learning Technology Trends and Technologies (based on her highly praised ‘Guide to e-Learning in the Workplace’) will cover podcasting and will soon be available from the Learning Light website.

Notes for Editors:

About Learning Light Ltd

Learning Light is a non-profit organisation that builds relationships between learning technology researchers, suppliers, buyers and learners providing learner-centric information to encourage the growth of learning technologies. By sharing comprehensive research, highlighting successes and failures, Learning Light helps to promote the learning technologies community.

Learning Light provides bespoke and individual services to help both buyers and suppliers of learning technologies (e-Learning). Its current services include:

Research Services
Providing access to expert insights, advice and guidance built on indepth research. Helping organisations to effectively implement learning technologies (e-Learning) and integrate them within their workflow processes.

Membership Services
Partnering with leading thinkers in the industry and providing a network for all interested in the field to share information, knowledge, insight, experience and expertise, through utilising online community tools, networking events, conferences and guru seminars.

Professional Services
Our highly experienced team offers organisations access to range of competitively priced consultancy services supporting buyers with the effective implementation of their learning technology (e-Learning) requirements. And, for suppliers, helping to provide a range of services to assist market awareness and generate growth.

In addition, Learning Light provides a comprehensive Professional Development programme to help Learning & Development professionals understand the significance of learning technologies in the workplace today and how to effectively implement them within the workflow processes of their organisation.

Sheffield-based Learning Light is supported by Yorkshire Forward, the regional development agency for Yorkshire, and the Humber and Objective 1 South Yorkshire.

About Matchett
Matchett is a training and learning technologies services provider, with over 30 years’ experience of providing enterprise-class learning solutions. A trusted advisor to leading UK and European organisations, Matchett offers executive development services, managed learning services, business training and financial training – and is a leader in learning management systems and in the integration of learning technologies.

Further information from:
Mark Pittaway/ Kay Simpson, Learning Light, 00 44 114 201 5703


Agency / Source: Bob Little Press & PR

Mobile Technology and Learning in the 21st Century

Potomac, Maryland (PRWEB) January 25, 2006 -- Hot Lava Software a solution provider, announces a free course on Mobile Technology and Mobile Learning Basics which provides your institution and individually with an understanding and successful applications of mobile learning technology to both the private and public sector.

Mobile Learning Basics was created by mobile content developers and tested by numerous customers and students. Download this mobile learning module now by cut and pasting in URL or highlighting your curser on the link and same time hit control click:


Hot Lava Software's "Mobile Learning Basics" course will help guide you into the world of mobile learning. The course was created by mobile content developers that enables you to learn how mobile learning can be utilized in your enterprise. This course will build and expand your "mobile IQ" with innovative testing features and understand of this emerging mobile world. Hot Lava Software learning modules are designed for self-paced use and run on, Pocket PC, Palm OS based PDA devices, blackberry's, mobile phones and smart phones.

Mobile learning is the future of education and training at all levels of business, educational institutions and at world wide international training, manpower and development national institues. Hot Lava Software educational courses, learners and students work when they want without any barriers. In business mobile technology offers the ability to expand existing content or create new content for delivery on handheld devices in areas as marketing, policy and procedure and compliance training.

In technical training modules cover anything from sales skills, product knowledge, client knowledge, policy, procedures, and safety, to compliance training, Q&A, checklists, quizzes, test prep & testing and mobile tests can now be created and distributed to employees globally.

Mobile Learning Technology re-enforces e leaning and instructor lead training, while the opportunity to design & develop mobile learning centric programs is available and effective as well. E-learning requires a PC and an internet connection while mobile learning enables you to learn from your PDA at lower cost with less equipment.

Hot Lava's Learning Mobile Author (LMA) is a content proprietary development solution tool used to create a number of different learning and performance support tools. These tools can then be deployed for mobile devices, via desktop, on the web or via media cards. This module was created using Learning Mobile Author mobile learning content creation tool.

The basics course was created specifically to help people better understand this new and fast growing world of mobile learning. The quizzes and content illustrate real world customer situations. Images were included to display the power of images in mobile learning.

Currently there are more than 79 million copies of Palm OS and Pocket PC OS active in the world. This number is projected to be 250 million by 2007. People with these powerful handheld devices now demand more than simple applications for games and stock quote checks. Mobile learning is the perfect next big application for Palm OS and Pocket PC devices. Hot Lava Software, Inc. is the pioneer in this space and leading the way with the Learning Mobile Author development environment.

About Hot Lava Software, Inc. HLS was founded in 1999 by elearning and technical training professionals. Based on industry experience, they saw a need for and created a mobile content management system and strategy. The company mission is to reach as many people as possible and enable people around the world to improve their knowledge and further their education.

Hot Lava Software Inc. has already created over 100 mobile learning courses and has sold content or development projects to organizations like IBM, AT&T, US Army, BT, Sprint, MCI etc. Hot Lava Software has distributors in the United States, Scotland, Jordan, Bahrain, Singapore, Australia and Poland providing Hot Lava mobile learning solutions internationally.

Mobile Learning and Mobile Job aides. Helping people learn and retain knowledge

YOU WILL LEARN:

. How to define mobile learning
. Real world examples of success
. What types of content can be mobile
. Test yourself on mobile learning
. Examples of each method of retention
. Expected duration: 5-10 minutes

WHO SHOULD TAKE THIS MODULE: Anyone who has an interest in learning and education. Plus, this course is loaded with the following additional features, resulting in the Best Training available:

. Detailed, informative graphics and "right-on-point" pop quizzes make your mobile learning experience interactive and fun
. You are coached through your weak spots and your Practice Test scores tabulated until you have mastered the material
. Hot Lava's "modular" software design enables you to benefit from 10-15 minute bursts of learning -- perfect for waiting in line, traveling, or anywhere else you can utilize downtime to further your career

Why Hot Lava Software is the Premiere Handheld Learning Source:

Hot Lava Software stands out in the industry by releasing the highest quality courses produced by real world content experts and a technical/creative team with extensive experience in training and design of products that facilitate the technical growth of computer professionals worldwide.

DOD distance learning advances

BY Dan Caterinicchia
March 4, 2003

The Defense Department is committed to transforming every facet of how it wages war and conducts business, and using distance learning to educate DOD employees worldwide is already paying dividends, according to a recent General Accounting Office report. But steep challenges remain, GAO warned.

DOD spends more than $17 billion annually for military schools that offer nearly 30,000 training courses to almost 3 million military personnel and DOD civilians. The department's training transformation strategy emphasizes the use of advanced distributed learning (ADL) programs, including Internet-based training.

But numerous challenges in four areas — cultural, financial, policy and technological — must be overcome before the ADL programs' effectiveness can truly be measured, according to GAO's report.

The report, "Progress and Challenges for DOD's Advanced Distributed Learning Programs," which was released late last month, identifies challenges in each of the four areas, including the following:

Cultural

* Organizational culture is resistant to change.

* Senior leadership commitment varies and many still prefer the more traditional schoolhouse-focused learning.

* Service schoolhouses are reluctant to change because funding and infrastructure are closely tied to numbers of in-resident students.

Technological

* Bandwidth issues and network security concerns hinder the programs' usefulness.

* The development of, fielding of and access to military skills-related content is more difficult and costly than anticipated.

Policy

* Some of the military services' and DOD agencies' training and education regulations are outdated, and the Office of the Secretary of Defense (OSD) is in the early stages of formulating policy that specifically addresses the use of ADL programs.

Financial

* DOD allocated funding at about $431 million for ADL programs — less than 1.3 percent of its training budget for fiscal years 1999 through 2002 — which did not always meet requirements.

*ADL programs' projected budget needs are about $2.2 billion for fiscal years 2003 through 2007 — about $600 million more than is funded.

The GAO report acknowledged that DOD, the military services and the Joint Staff are "generally in the early stages of implementing their ADL programs and have made progress in several areas," including:

* OSD's establishment of three ADL co-laboratories.

* The services and Joint Staff's selecting the Sharable Content Object Reference Model software specification that sets guidelines for developing online course material and makes Web-based training materials interoperable and easily shared.

* Promoting experimentation with new technology through collaboration with the private sector.

But GAO concluded "it is too early to fully assess the extent of each program's effectiveness."

A draft copy of the report was delivered to Paul Mayberry, deputy undersecretary of Defense for readiness, in late January. In a Feb. 20 letter to GAO, Mayberry wrote that DOD agreed with the report's findings, but also noted that that ADL is an "evolving program" and reiterated that it is a "critical enabler for transforming DOD training."

ROI on training

The ROI of training can be determined (if it indeed has one). There
is a chain of evidence to be followed that goes beyond the acquisition
of knowledge (although that makes a good starting point).

Presumably, the training results in the acquisition of knowledge and
skill. Let's treat them separately for now.

The acquisition of a new skill means the trainees are able to do
something they could not do before. Typically, skills are taught or
developed when what the trainees are to do is known and specified in
advance.

Knowledge has value with respect to performance only when it is
applied in some way. Knowledge provides the capability or capacity
for action. However, the precise nature of the application can't be
specified in advance and so it is often the case that the performer
must, at least in part, figure out what to do.

Both cases (skill and knowledge) tie eventually to the performer doing
something in an on-the-job setting. That something, whatever it is,
has direct and immediate effects. These effects might be felt in the
form of changed information, transformed materials, or changes in
other people. The direct and immediate effects of action also "ripple
through" the structure of the larger situation or context in which the
performance takes place, making themselves felt elsewhere. For
example, a direct, immediate effect of a salesperson's proposal to a
customer might be an order. That order is then booked and later shows
up as an incremental increase in the organization's sales. It might
also be used in some functional calculation such as
orders-per-salesperson, etc. In any case, there are indirect and
delayed effects of actions to be considered.

The chain of evidence of the ROI of training that I referred to
earlier goes something like this:

Training --> Improved/Increased Skill/Knowledge --> New and Different
Actions --> Direct and Immediate Effects of Actions --> Indirect and
Delayed Effects of Actions.

The effects of actions, whether direct and immediate or indirect and
delayed, are typically such that economic value can be assigned to
them. This is what makes it possible to ascertain the ROI of
training. The typical focal point for evaluating training (i.e., the
acquisition of skill and/or knowledge) is only a starting point in the
chain of evidence.

PARIS, France and CUPERTINO, Calif.

SEQUANS Communications, a leading developer and provider of fixed
and mobile WiMAX silicon and software, announced that it is now
sampling its WiMAX mobile station chips to select customers.
Supporting the recently ratified 802.16e-2005 broadband wireless
access standard, the chip provides equipment makers with a fully
integrated physical layer and media access control (MAC) layer
solution and the lowest power consumption for developing low cost
and high performance WiMAX mobile stations.

"The results of our tests so far exceed our expectations and we are
now confident in releasing the mobile station chip to our key
customers and ODM partners," said Bertrand Debray, Sequans VP of
engineering. "The team executed brilliantly in developing a high
performance chip in record time."

Sequans' SQN1110 system-on-chip (SoC) is a highly integrated, low
power 802.16e-compliant, baseband solution. Its high level of
integration and ultra-low power consumption make it suitable for use
in mobile devices¯handsets, smartphones, PDAs, PC cards, USB dongles—
as well as fixed devices.

Sequans new mobile station chip was designed to include all MAC and
PHY features required to attain WiMAX certification, expected later
this year. The SQN1110 mobile station chips are sampling now along
with evaluation kits for the SQN2110 base station chipsets; general
availability for both is scheduled for September 2006.

For more:
http://www.sequans.com/site/news_july1106.html

blogcasting

blogcasting

The Economist article in 2005 says it best …

Rather than trying to close the (digital) divide for the sake of it, the more sensible goal is to determine how best to use technology to promote bottom-up development. And the answer to that question turns out to be remarkably clear: by promoting the spread not of PCs and the internet, but of mobile phones.

Plenty of evidence suggests that the mobile phone is the technology with the greatest impact on development. A new paper finds that mobile phones raise long-term growth rates, that their impact is twice as big in developing nations as in developed ones, and that an extra ten phones per 100 people in a typical developing country increases GDP growth by 0.6 percentage .

And when it comes to mobile phones, there is no need for intervention or funding from the UN: even the world's poorest people are already rushing to embrace mobile phones, because their economic benefits are so apparent. Mobile phones do not rely on a permanent electricity supply and can be used by people who cannot read or write.

Wi-Fi City, Anaheim CA, USA

The city of magic, Anaheim, CA, which houses Disneyland, is soon to be
turned into a completely wireless city. The CEO of Earthlink, Charles
Betty, is the one responsible for installing little boxes to more than
1,500 traffic lights across the city, which emit a Wi-Fi connection
throughout a large radius.

At the end of June, Betty will cut a ceremonial wire, which will
activate all of the boxes throughout the city. Residents will then be
able to pay $22 a month to tap in to the city-wide connection.

Anaheim is not his only target. He also has already secured contracts
with Philly and New Orleans for the same kind of infrastructure, and
he is eyeing Honolulu, Minneapolis, Arlington, Va. and, with help from
Google, San Francisco, as well. If the Anaheim project works out well,
expect other cities to be getting in on the action too.

More:
http://www.i4u.com/article5942.html