Garrett B M Francis R 2004 The orientation and disorientation of e learners In

Garrett b m francis r 2004 the orientation and

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Garrett, B. M., & Francis, R. (2004). The orientation and disorientation of e-learners. In Ghaoui (Ed.), E-Education Applications: Human factors and innovative approaches . (pp. 248-274). London: Information Science Publishing. Jonassen, D. H. (2002). Learning to solve problems online. In G. V. Glass (Ed.), Distance Education and Distributed Learning (pp. 75-98). Greenwich, CT: Information Age Publishing. Kincheloe, J. (2004). The knowledges of teacher education: Developing a critical complex epistemology. Teacher Education Quarterly , 31(1), 49-67. Long, H. B. (2004). e-Learning: An introduction. In G. M. Piskurich (Ed.), Getting the Most from Online Learning (pp. 7-24). San Francisco: Pfieffer. Oblinger, D. G. and Oblinger, J.L. (2005) Educating the Net Generation . Educause, [Online book], Available: E_ID=5989&bhcp=1 Rich, Sharon J. (1995). Teacher support groups: Contexts for learning. Education Canada , 35(3), 15-21. Rich, Sharon and Woolfe, Adele (2001). From a distance: Creating virtual learning communities. Proceedings of the Eighth International Literacy and Education Research Network Conference on Learning . Melbourne: The University Press Schon, D. (1983). The reflective practitioner . New York: Basic Books. Schon, D. (1987). Educating the reflective practitioner . San Francisco: Jossey-Bass. Vrasidas, C and Chamberlain, R. (2001). Managing distance education: issues behind online classes. Proceedings of the Seventeenth International Conference on Distance Teaching and Learning. Madison, WI: University of Wisconsin Press. Woolfe, A. (1991). Report of distance education pilot project. Unpublished research document. Continuing Teacher Education, Faculty of Education, University of Western Ontario.
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51 Chapter 9 Managing Large-Scale Customised eLearning Content Development Benson Soong William Chua eLearning Consultants Pte Ltd Singapore Neo Kim Hai Defence Science & Technology Agency Singapore Abstract: How does one manage an eLearning project involving the creation of more than 400 hours of customised eLearning content, to be completed within a three-year period and involving more than 200 personnel? Our project management team did it by first starting off with a strong project management framework, and then modifying or adding on to that framework when certain issues were identified. This large-scale customised eLearning content development project started in 1999 and was successfully completed in 2002, but not without its fair share of highs and lows. In this chapter, we discuss the original project management framework used, the modifications that were made to the framework, our lessons learned, and what we think are key takeaways. Any organisation intending to embark on a customised eLearning content development project, especially on a large-scale basis, should find this chapter presents a useful reference model. Key words: Military, large scale development, custom content, content development framework In 1999, the Defence Science & Technology Agency (DSTA), under commission from the Singapore Armed Forces (SAF), awarded a multi-million dollar contract to a local IT vendor for the design, development and delivery of
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