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RSS Drkpjoshi

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drkpjoshi(5) Clarified
2 points

Dear dr.vijeyetha

whether we want or not student are using current technology for various purpose..then why not let them use for learning purpose also.any technology will be used or misused ..its depends of the individual.

slow learners also can learn e learning slowly slowly ..

so i feel if students are accepting e learning then teachers also should accept it.

thanking you.

dr.krishna prakash joshi

drkpjoshi(5) Clarified
2 points

dear dr.sharon

your points are valid...i would like to clarify few points

1. E leaning specially blended learning can play very important role pre-clinical vs. clinical training. studies proved very good improvement in student's learning.

2.There are various E learning modalities tested by various people.

1Asynchronous audio or video: Teachers can post audio (podcast as mp3 files) or video files (vodcast) These files are automatically sent to a subscriber’s computer or mobile hand held device like smart phones. There needs to be a centrally placed distributor called podcatcher which is responsible for sending the files to the subscribers (students).

2Blended Learning: Online or computer based learning with face to face teaching is called blended learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining different delivery modalities.

3Chat / Video Conference: Chat can be in the form of text-only, audio or audio and video (e.g. Skype). Chats can include or be supervised by teacher or it can be among students only (for example, group discussions for online collaboration).

4Computer-aided Learning (Courseware): These are either online or most commonly media based textual, pictorial, video or interactive exercises with self-assessment questions and immediate feedback.

5Computer Based Tests: Instead of having scenarios (A-type), MCQs can have audio, video or flash animations to improve their validity. Tests can be given with time limit and attempt restrictions. It’s a very important tool especially for formative individualized feedback to students.

6Educational online games / experiences: There is a large collection of online educational games; they allow students to interact and receive feedback from the game/ activities.

7ePBL: A case is created and distributed through email or VLE. Students interact with each other and with a facilitator via chat room, forum, email or whiteboard. The facilitator may take the role of the traditional facilitator or role-play the characters in the case.

8ePortfolio: The learner builds and maintains a digital repository of his activities and achievements online, which they can use to demonstrate competence and reflects on their learning.

9Online collaboration (Wikis, Blogs and Interactive Whiteboards): Students work collaboratively without restriction of time and space. There are many tools to enable group collaboration online, including wikis, blogs, Google Drive, interactive whiteboards. Teachers facilitate and answer questions but usually don’t actively participate in collaborative assignments.

10Online Discussions Forums: Discussions can be started on a specific topic by a student or faculty member and others can reply to the issue posted (threaded discussions). There are various options for how to structure these; for example conversation topics can either be assigned or open. Another type of discussion forum is Question and Answer in which teacher asked a question and student have to post first their answer before they can see other students response. It is possible to keep participation restricted for students or students and teachers. In many postgraduate courses, discussion forums are used as collaborative learning activities.

11Repository and Hypertext: Teachers can post readings or links to readings on a public or secure website. Readings can be in the form of html pages, PDFs, Word documents or PowerPoint etc. Hypertext can be in the form of online books, webpages of organized and interrelated materials, to random collection of text studded with links to pages all over the world.

12Synchronous audio or video: This could be an online broadcasting of a traditional lecture or seminar, but can also be a collective viewing of a presentation (SlideShare) with chat. Different paid and free solutions are available easily.

13Virtual classrooms: A virtual reality space (Second Life) can be used to resemble a traditional real life classroom. Students and teachers create avatars (online representations of their own) and login online simultaneously in the virtual space. The teacher can then lead a usual lecture or small group discussion or an entirely new, multimedia event can be created for more learning engagement.

14.Virtual learning Environments (VLE): These are frameworks into which learning material with different activities are inbuilt. In VLE teaching and administrative tools are available in a single system. The activities present in a typical VLE are forums, chats, lessons, wikis, blogs, assignments and quizzes etc. All VLE can incorporate third party modules with SCORM packages. VLE are either open source (Moodle, Sakai) or commercial (Blackboard, WebCT)

3.There are so many methods to get full internet security.

so i feel E learning is need of hour.

thanking you

dr.k.p.joshi ACME 2017

6 points

Dear all co learners

whole world is changing...technology is changing...learners are changing..& teaching & learning also changing...

Actually It's what learners want - really

The recent report from Towards Maturity on the gap between corporate learning and what learners actually want highlights that, when given a choice, learners want mobile, relevant, personalised and self-paced content at a point of need. What they get, is often a little different - with too much emphasis on face-to-face and long courses.

The digital revolution and smartphone boom has triggered huge changes in how we access, consume, discuss, and share content. Naturally, learning is following suit. Whilst many want learning at a point of need, many learn in evenings and at weekends and on the way to or from work.

A key advantage to getting your learning online and multi-device is that it ensures you are in sync with modern learners - delivering the type of content they want, when they want it. Get learners on-side, and you're more likely to get the results you need. Plus, digital, self-paced learning can be accessed at point of need, not somewhere else - like a classroom far away - so employees can apply what they've learnt straight away.

The Towards Maturity report and our Insights report, also highlight learners' leaning towards social and collaborative learning. Technology can support and enable this, at a global scale. So, basically, digital is where it's at, all round.

See some examples:

Rolls Royce: A multi-device and personalised learning solution that has gamification techniques at its heart.

EasyJet Onboarding: A blended approach that helps get 1,500 new recruits a year up to speed, with a sustainable solution.

You can read the report from Towards Maturity here.

Faster delivery

At a time when change is faster than ever, a key advantage of elearning is that it has quicker delivery cycle times than traditional classroom-based instruction. In fact, research[1-2] indicates that elearning reduces learning time by at least 25 to 60 percent when compared to traditional learning. Elearning cuts down on the training time required because:

it does not take as long to start and wrap up a learning session

learners set their own pace, rather than the pace of the group

no travel time is needed to get to and from training events

learners can focus on elements of a programme they need to learn and can skip what they already know

Alongside these factors, there is also a practical limitation on how quickly learning can be rolled out with classroom-based instruction, as the capacity to deliver is limited by the number of available classrooms and trainers. Our rapid elearning service on the other hand, has enabled organisations to create and roll out training programmes within weeks, or even days.

To learn more, you can find our rapid elearning case studies here.

Lower costs

Because of the speed and ease in which elearning is delivered, the costs of learning and development for an organisation are drastically reduced.

There are the immediate cost-effective gains of elearning in terms of reducing training time as well as cost-effective savings in terms of trainers, course materials, travel and accommodation. However, it is equally important to highlight that elearning, when done right, can also improve an organisation’s profitability. Kineo has a number of ROI case studies which demonstrate the immediate and long-term financial benefits of elearning, including:

McDonald's who saved £5m over 2 years with their Business Controls Elearning, as well as seeing a 10% sales growth as a result of the training. View the full case study here.

Compass Group whose programme demonstrated an estimated cost reduction of £495k in 6 months as a result of no longer needing to pay for accommodation, travel, time out of the business, external trainers or materials. The full case study can be seen here.

More effective elearning

Our case studies show time and again that elearning courses can have a positive and direct impact on an organisation’s profitability by making it easy to learn and digest information.

Studies on elearning[3] and evidence found in Kineo case studies have made it increasingly clear that elearning has the following positive benefits for learners:

better attitude toward the elearning format and training in general

improved scores on tests, certifications or other evaluations

increase in number of learners who achieve ‘mastery’ level and / or ‘pass’ exams

greater ability to apply the new knowledge or processes on the job

better long-term retention of information

Lower environmental impact

By providing an alternative to the paper-based learning and testing of traditional classrooms, elearning is an effective way for organisations to significantly reduce their carbon footprint.

A study by the Open University found that on average, the production and provision of distance learning courses consumed nearly 90 percent less energy and produced 85 percent fewer CO2 emissions per student than conventional campus-based university courses.

The key areas in which elearning lowers an organisations’ environmental impact are as follows:

cuts down on the travel and accommodation costs associated with undertaking a course

reduces the need for a campus site and the accompanying costs of maintaining the facility and equipment

eliminates the need for paper, thus saving trees

so i support ...E learning is need of hour.

thanking you.

regards.

Dr.Krishna Prakash Joshi

ACME 2017 Batch

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