Chapter 3: The eLearning Technologies

Introduction
You have reached the webpage for discussion of Chapter 3 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 3 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary
Chapter 3 provides a review of the various online technologies used in eLearning. A brief introduction is given to the more established online technologies such as the communications technologies (online chat, web-conferencing, e-mail, online forums, etc.) and the learning resource technolgies (online journals, e-assessments, screen casts, courseware, etc.) before going into more detail on the newer (mostly Web 2.0) technologies such as blogs, wikis and social networking software.

The key points to emerge from this review are:

• Innovations in content development technologies will reduce the time and cost of development of eLearning materials.

• Developments such as screencasting software and ‘grassroots’ video will mean that it is easier for the individual academic to create eLearning materials. Significantly, the form of teaching facilitated by these technologies is relatively close to the current practice of most academics.

• The availability of an ever-increasing number of learning resources via open access learning resource repositories, online journal databases etc. will mean that the individual academic will be able to incorporate these materials into their own eLearning materials thus improving their quality.

• Online support for students will incorporate a range of Web 2.0 technologies.

• The key development in the provision of online support to students will be deepening use of (often quite simple) online technologies in educationally innovative and creative ways with the aim of engendering a high quality learning experience. Of particular importance will be the development of methods of teaching online that are educationally effective but do not result in significant additional workloads for academics.

Chapter 3 (in pdf format)