This presentation introduces the Program of Information and Communication Technology for Education, King Mongkut's of Technology North Bangkok, Thailand.
犢犖犖萎犖橿見犖ム険犖犖犖項犖 ICT for Education 犢犖犖 犖犖.犖犖.犖犖÷ 犖犖朽牽犖園犖犖伍硯犖犖犖, 2016
The document discusses e-learning standards, focusing on the Sharable Content Object Reference Model (SCORM). It provides an overview of SCORM, including its components such as the Content Aggregation Model and Run-Time Environment that allow learning content to be shared across different learning management systems. The document also outlines the benefits of SCORM in allowing content reusability and interoperability between systems.
4. 4
犖о鹸犖о険犖犖犖迦犖迦牽犖犖犖犢犖犖犢犖犢犖ム権犖朽犖迦犖犖迦牽犖犖謹犖犖
High
Medium
Low
2004-111997-99 2000-03
Classroom-
Based
Lectures
Video-and
Audiotapes
Traditional
and
Non
network-
Based CBT
Phase 1
Phase 2 Phase 3
Intermediate Phase
Significant
Improvement in
Network Technologies
and Content Creating
Tools
No Object Orientation
and Standards
Early Phase
Little Direct Linkage
between Learning and
Enterprise
Performance
Limited Network
Capability (So Little
Use of Video)
Internet-and (Digital) Satellite-Based Learning and Training
Full Learning-on-Demand Capability
High-Quality Learning Content
Very Low Unit Cost of Delivery
Low-Cost Creation of Quality Content
Sophisticated, Low-Cost Tools
Tracked, Network Learning
Correlation of Learning to individual
and Enterprise Performance
Easy-to-Use Sophisticated Interactivity
Technologies
Wide acceptance of Object-Based Content
Standards
Easy Availability of Learning Modules on
Web
Thriving Electronic Commerce in Learning
and Training Content
Costs
6. 6
犖犢犖犖犢犖迦犖園犖犖犖犖犖迦牽犢犖犖朽権犖犖犖迦牽犖犖犖犢犖犖犢犖犖犢犖犖朽権犖
犖犖迦牽犢犖犢犖迦犖犖朽権犖犢犖犖犢犖犖犢犖犖朽権犖 (Access to Training)
犖犖伍犖犖迦犖犖犖犖犖迦牽犖犖犖犢犖犢犖犢犖ム鍵犖犢犖犖犢犖犖朽権犖 (Variability in
Quality and Expertise)
犖犢犖犖犢犖迦犖園犢犖犖劇犖犖犖犖犖迦犖犖朽 (Limit of regional or Capacity)
犖犖о顕犖÷犖園犖犖÷険犖∇犖犖犢犖犖劇犖犖犖迦硯犖巌犖 (Training is quickly out
date)
犖犖о顕犖÷犢犖犖犖犖迦牽犢犖犖犖迦鍵犖犖園硯犖犖迦権犖犖伍犖犖 (Difficulty serve
specialized needs)
15. 15
Study Habits
Time Management
Take Notes
Effective Reading
Critical Thinking
Test Taking
Learner Success Skills
Access
Communicate
Browse
Search
Download
Compare
Synthesize
Online Success Skills
Relating online Success with Traditional Student Success Skills
(Based on the e-Learning Companion, Watkins & Corry, 2004)
Success in e-Learning
S
U
C
C
E
S
S
98. 98
犖犖犖萎犖∇犖犢犖犖犖犖÷顕犖犖犖犖迦犖犖犖 e-Learning
犖犖迦検犖迦牽犖犖犢犖迦見犖ム険犖犖犖項犖犖犖迦 LMS 犖犖犖謹犖犖÷顕犢犖犢犖犢犖о検犖犖園 LMS 犖犖劇犖犢
犢犖犢 (Mix and Match)
犖犢犖迦犖犢犖犖迦牽犢犖犢犖犖迦犢犖÷犖犖謹犖犖犖∇弦犢犖犖園犢犖犖ム犖犖犖犢犖
犢犖犖巌犖÷犖犖萎肩犖巌犖犖巌犖迦犢犖ム鍵犖犢犖迦犖犢犢犖犖巌犖犖迦牽犖ム犖犖伍犖犖朽犖犖伍犖÷犢犖
犖犖犢犖迦犖犖ム険犖犖犖項犖犢犖犢犢犖犖÷顕犖萎犖園犢犖犢犖ム鍵犖犖伍犖犖 (Personalization) 犢犖犢
犖÷顕犖犖犖謹犖 (Put the right content to the right person on the
right time)
犢犖犖巌犖÷犖園犖犖犖犖巌検犖迦犢犖ム鍵犖犖伍犖犖迦犖犖犖犢犖犖劇犖犖犖
100. 100
Installation
Hardware
Pentium III 800 MHz, RAM 256MB or More.
HDD - software ~ 2 MB. + Content ~ 500 MB.
Software
Open Source (LAMP) free!!
Linux SIS:School Internet Server 4.2a 2.4.9-21smp
Apache/1.3.22 (Unix)
MySQL 3.23.49
PHP 4.1.1 with GD 1.6.2 , PERL
Freeware & Licenced Software (Optional)
Content: PDF writer, Edit Plus, MS Word
Multimedia: Camtasia, Real Producer
BIRC for chat room