The European eLearning market looks to be in the midst of some big change.
Education technology company Edxus Group recently partnered with IBIS Capital, a specialist media investment and advisory firm, to publish an elearning industry report entitled: A European Perspective on Elearning. Despite showing the European market to be fragmented and characterized by limited invested capital to date, the evidence of an upsurge in activity combined with increased investment points to a market ‘on the turn.’
I recently had the pleasure of interviewing Thanos Papagelis, Co-founder and CTO at Epignosis, the company behind eFront and TalentLMS. He has years of experience in the elearning market in Europe and was the perfect person to share some insight on what’s happening in the region.
1. Please tell us a little about yourself and your organization.
I have been working in the eLearning field since 2001. We started with a small state grant and with the idea of offering a learning service for pupils between the ages of 15 and 17. The original idea was abandoned but the software remained and gradually we grew it to the full-scale learning management system known as eFront today. Through eFront I’ve had the opportunity to work with a number of large organizations and help them achieve their learning goals.
2. How would you describe the state of elearning in Europe today?
Elearning in Europe is not as widely accepted as it is in say the U.S. or Australia. It is of course a reality for many businesses and educational institutions, but I have the sense that Europeans genuinely do not like it. Culturally speaking, Europeans are notorious for preferring face-to-face methods of communication in all social activities and are used to travelling shorter distances, and this no doubt has effected how willing Europeans are to embrace elearning technologies.
3. Regarding elearning – what differentiates education and the workplace?
Businesses have vastly different priorities when it comes to elearning. A business for example must maximize immediate benefits from elearning rather than focus on long-term learning goals because time and money are at stake. They tend to be pragmatic with training, giving emphasis on day-to-day issues, whilst educational institutions emphasize a rather abstract form of learning. For example, the ROI of learning activities is a hot topic in a corporate environment while you rarely see it mentioned in an educational environment. That being said, ROI is difficult to calculate anyway.
4. What characterizes the European elearning market? Tell us how the European market is special/different compared with other elearning markets.
There is no real difference in the importance and use of elearning. However, as mentioned earlier, elearning is less readily embraced compared with the U.S. or Australia. That can be seen as either an inherent drawback of the European elearning market or an opportunity. Whilst companies need to be persuaded somewhat to invest time and money in elearning, there has been a recent upswing in investment, a growing interest, and the market is wide open since Europeans to-date haven’t endorsed elearning.
5. What do you think the future holds for elearning in Europe? What is the direction of elearning?
The European market will continue to increase in terms of investment and acceptance and will reach a level similar to the U.S. at some point. The market will need to grow faster than the U.S. and Australia to get there and that is inevitable. As we move towards a global culture elearning will become ubiquitous.
As for the direction of elearning, I believe that elearning will blend with our everyday activities. We will move away from a pull tactic towards a push tactic, which means that the learning material will be transmitted to end-users, possibly in smaller bits rather than, say, formal learning sessions. I have yet to see such ‘blending’ work in practice, mainly due to a focus from providers on more pressing issues.
As it stands today, elearning is a non-standardized project. Each case is different, however, generally you need a lot of customization together with custom content and that consumes a lot of resources from established providers. This makes them slower to adopt breakthrough strategies on new types of tools, and offers ample room for startups to fill the gap!
Together with microlearning, I see gamification and personalization playing crucial roles in shaping the new breed of learning tools.
In this post we’ve put together short descriptions of the top 10 buzzwords in eLearning at the moment: Tin Can, Social Learning, Gamification, mLearning, Tablet learning, Rapid eLearning, Microlearning, Personalization, Blended learning, and Lifelong learning.
The Tin Can API is a brand new learning technology specification that opens up an entire world of experiences (online and offline). This API captures the activities that happen as part of learning experiences. A wide range of systems can now securely communicate with a simple vocabulary that captures this stream of activities. Previous specifications were difficult and had limitations whereas the Tin Can API is simple and flexible, and lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API. What’s more, the Tin Can API is community-driven, and free to implement. (TinCanAPI.com)
For more on Tin Can check our previous posts listed on this page.
Social learning is learning that takes place through social interaction between peers and it may or may not lead to a change in attitudes and/or behavior. More specifically, to be considered social learning, a process must: (1) demonstrate that a change in understanding has taken place in the individuals involved; (2) demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3) occur through social interactions and processes between actors within a social network (Reed et al., 2010).
For more on Social Learning check our previous posts on-topic listed on this page.
Karl Kapp, author of The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education, defines it as the use of game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning and solve problems. He says it’s much more than just adding ‘rewards, points, and badges’ to processes to motivate people – it’s the instructional method and not just the delivery system that provides the elements for learning in a game situation i.e. we must ask what ‘pieces’ in games makes them engaging such as interactivity, content, story.
Gamification for Learning – Interview with Karl Kapp http://www.youtube.com/watch?v=__Y1m8XF77k
Mobile learning has been defined as: any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.(Wikipedia) In other words mobile learning decreases limitation of learning location with the mobility of general portable devices. But mobile learning is more than just using mobile devices to learn – it is also about the mobility of the learner.
For more on mLearning check out our previous posts listed here.
Tablet or T-learning
Tablet leaning by definition is learning on tablet devices. But is eLearning on tablets really mobile learning? Yes.
In defining mobile learning we need to focus more on the activity of learning at a distance using a mobile device and not on the devices themselves. Tablets are mobile devices – but perhaps not as ubiquitously mobile as smartphones. Tablets have more in common with the desktop and laptop than with the mobile phone when it comes to screen size, yet the touchscreen capabilities of both the tablet and the phone mean that learning design needs to take into account these differences in delivery.
For more on T-learning check this list of related blog posts!
We also love this great post in Mashable – 6 Reasons Tablets Are Ready for the Classroom.
For different opinions on whether eLearning on tablets is mLearning read:
‘Is eLearning on Tablets Really mLearning’ and ‘Is eLearning on Tablets Really mLearning [Chime In]’ by RJ Jacquez.
Rapid elearning is, essentially, a faster process of designing and developing online-based learning courses. Rather than spending months or years developing a course, rapid elearning allows course creators to build lessons and content in a matter of days or weeks. This is typically done through PowerPoint or narrated videos which are designed to dispense information quickly and conveniently to the students. Software is then utilized to test the students, as well as to provide them with activities that they can perform on their own in between pre-recorded presentations or videos.
Microlearning provides the knowledge and skill sets that online education typically offers without overwhelming the learner. It involves learning in smaller steps, and goes hand-in-hand with traditional elearning. Activities that are micro-learning based usually feature short term lessons, projects or coursework that is designed to provide the student with bits of information. For example, rather than trying to teach a student about a broad subject at once, aspects of the topic will be broken down into smaller, more digestible chunks.
Typically, microlearning exercises are best utilized at the point where a student will actually need the information, or when they are going to be most receptive to receiving that information.
Personalized elearning enables learners to customize a variety of the elements involved in the online education process. This means that they are asked to set their own goals, go at their own pace, and communicate with instructors and learners to personalize the learning process. Ideally, the learner is placed in charge of managing his/her own learning, and is able to customize the experience by having a direct say in the processes and content that is being provided.
The key elements that are customized in personalized elearning are: the timing and pace of learning, and the instructional approach (including lessons and activities that draw upon the learner’s experiences and interests). In other words, truly personalized elearning means students are given the chance to learn what they want when they want, and even how they will learn the material.
Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace. While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with computer-mediated activities. Proponents of blending learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach. (Wikipedia)
Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability.
The term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. During the last fifty years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace). Instead, learning can be seen as something that takes place on an on-going basis from our daily interactions with others and with the world around us. (Wikipedia)
(1.) Department of Education and Science (2000). Learning for Life: White Paper on Adult Education. Dublin: Stationery Office. (2.) Commission of the European Communities: “Adult learning: It is never too late to learn“. COM(2006) 614 final. Brussels, 23.10.2006. (3.) Fischer, Gerhard (2000). “Lifelong Learning – More than Training” in Journal of Interactive Learning Research, Volume 11 issue 3/4 pp 265-294.
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Level 1. Génesis de la JornadaEsta jornada nace producto del constante interés del Máster Oficial en Artes Visuales y Multimedia , los Departamentos de Escultura y Pintura, la Facultad de Bellas Artes y la Escuela Técnica Superior de Ingeniería informática por hacer latente la relación entre los aspectos artísticos, críticos y tecnológicos del concepto de lo lúdico como agente de los medios interactivos.
Desde hace varias ediciones el Máster AVM, ha mantenido una relación directa con el tema, invitando a teóricos de reconocido prestigio, como Michael Liebe (AMAZE), Mathias Fuchs entre otros, para impartir clases sobre le tema "Arte y Juego".
Desde el Máster AVM pensamos que ha llegado el momento de abrir las puertas de las aulas del Máster y crear una jornada abierta y específica sobre teorías, estratégias y dinámicas del juego (Game Theory) desde un punto de vista tecnológico y artístico.
Level 2. Introduccíón
La jornada GAME-ART de la UPV pretenden ser una cita para toda la comunidad universitaria y la ciudad de Valencia.
GAME-ART no son una jornadas sobre video juegos al uso donde se muestran las últimas novedades del sector del entretenimiento exclusivamente.
Esta jornada pretenden construir un foco de exposición y debate sobre temas y relaciones entre juego, creatividad, arte, diseño y su relación contemporánea con la cultura, bajo aspectos tecnológicos, filosóficos, estéticos, antropológicos y sociológicos (Game Theory).
La UPV es el lugar perfecto para el desarrollo de las jornadas ya que su imagen interdisciplinar (tecnología-arte) nos lo permite y con ello pretendemos no sólo hacer llegar al alumnado los desarrollos tanto teóricos como prácticos (industriales e independientes) del panorama internacional sino crear un producto propio, anual, de la UPV que pueda ir creciendo poco a poco e internacionalizandose.
Level 3. Objetivos
Lara Sánchez Coterón
|es investigadora y productora cultural
independiente en el ámbito de convergencia de las Prácticas Artísticas y
Culturales Contemporáneas con los Juegos y los Videojuegos. Doctora en
Bellas Artes por la Universidad Complutense Madrid con la tesis Arte y
Videojuegos: mecánicas, estéticas y diseño de juegos en prácticas de
creación contemporánea y Licenciada en Bellas Artes por la Universidad
del País Vasco. Es diseñadora de juegos del colectivo YOCTOBIT Teatro
|es Co-fundador de ARSGAMES (www.arsgames.net), colectivo dedicado al Game Art y los Games Studies. Además de ponente y profesor en diversos másters, congresos, workshops y seminarios relacionados con el género, los videojuegos y el arte colabora con organizaciones como la Comisión Europea, AMAZE y DIGAREC (Berlín), MediaLab-Prado, Intermediae-Matadero, Zemos98, Universidad Europea de Madrid, Universidad Complutense... y otras instituciones tanto Nacionales como Internacionales en labores de investigación y gestión cultural. Actualmente también colabora con el Ministerio de Educación en el proyecto sobre videojuegos del portal Leer.es Flavio es también fundador de la compañía Hispano-Americana de Nuevas Tecnologías PXSP (www.pxsp.com), dedicada a la Consultoría, Desarrollo de Software y Juegos, QA y Testing Service, IT Outsourcing y BPO. Actualmente no es socio de dicha compañía pero actúa como asesor de forma puntual.|
|Profesor Titular de la Universitat Politècnica de València
Dr. en informática. Imparte docencia de videojuegos y programación gráfica en el máster IARFID de la UPV. Ha dirigido diferentes tesinas y PFC sobre videojuegos.
URL: ramon.blogs.upv.es | videojuegos.blogs.upv.es
|CSO y Project Manager de NERLASKA Studio, una
de las empresas más veteranas de desarrollos de video juegos de la
|Artista, diseñador de interfaces y profesor
de Medios Interactivos y electrónicos II, diseño de interfaces y
programación de dispositivos físicos del grado en BBAA y el Máster AVM de la UPV. Miembro del grupo de investigación Laboratorio de Luz UPV. Miembro del grupo internacional de investigación en LUDIC INTERFACES.
|Toy Divixion es un colectivo
multidisciplinar valenciano que nace en 2008 con el objetivo de difundir
las diferentes disciplinas relacionadas con el movimiento Circuit
Bending y Chiptune o música 8bit.
Conformado por artistas y productores provenientes de distintos campos como la electrónica, fotografía, arte sonoro y audiovisual, este grupo ha logrado consolidarse como un punto de referencia en el panorama local y nacional gracias a la originalidad y continuidad de sus propuestas creativas Lo-Fi en las que podemos encontrar: talleres y cursos de Circuit Bending, Atari Punk Console, Electrónica Analógica Experimental y LSDJ.
Así como concentraciones, jornadas de puertas abiertas y sus “8bit Partys” tanto en Valencia como en otras ciudades españolas que han permitido abrir el mundo 8bit a toda clase de público y contar con la presencia de artistas nacionales (MENEO, Ralp, Snail, Veper On, etc.) e internacionales como Gwem (UK), Kenobit (IT), Abortiface (AUS), etc. y fomentando la colaboración y comunión con otros colectivos y artistas.
El programa aquí lo tenéis, si andais por Valencia
Jueves 8 de Noviembre del 2012
Apertura y presentación de la Jornada
|DISEÑO DE JUEGOS FUERA DE PANTALLA COMO DIÁLOGO ARTÍSTICO o como relacionarte con tus jugadores y aprender de ellos.
Lara Sánchez Coterón
|Juegos indies, creatividad y game design
|MESA REDONDA. Play no es un juego|
|GAMEBOY. Concierto 8 bits a cargo de TOYDIVIXION|
|En esta sesión presentaran un live set de chiptune a cargo de Bartolomé Moreno realizado con Gameboys. Nintendo DS, Kaoss Pad y cacharros de realización propia.|
Las visuales estarán a cargo de Federico Quinteros y su Atari 2600 modificada para generar y controlar diferentes clases de “glich”.