10 eLearning buzzwords you need to know!

top-10In 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.

Tin Can

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

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

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

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)

Read: The Definition Of Blended Learning

Lifelong learning

Lifelong learning is the “ongoing, voluntary, and self-motivated”[1] 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.[2]

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).[3] 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.

#elearning y #blearning… largement supplanté par le mix formation à distance et présentiel. Pierre-Jean Leca

 E-learning es la condena en Francia. Programado allí una década para lanzar la cara - y formadores - al basurero de la historia, este método de enseñanza a distancia es ahora ampliamente superada por aprendizaje mixto. A diferencia de un 100% en línea, esta fórmula combina el e-learning y presencial crea el apoyo de los empleados que criticaban el e-learning su frialdad, su falta de fuerza y ​​falta de humanidad. Sin embargo, en el mundo de la formación, la receta no existe. Al igual que en cualquier construcción, el éxito depende de la elección correcta de los ingredientes y sutiles a.

Para nuestra sección [e-learning en prensa] 
hoy traemos a este espacio un artículo frances que me ha llamado la atención ... titulado "e-learning y blended learning"  Le e-learning pur et dur est largement supplanté par le mix formation à distance et présentiel .Par Pierre-Jean Leca en Le Nouvel economiste.fr

 Aqui os dejo una traducción de urgencia vía google traductor, de algunos párrafos que destaco: 
El e-learning puro ahora tiene terminado el juego? Método de formación profesional en buque insignia de la década de 2000, el 100% en línea ha suplantado gradualmente en los últimos años por aprendizaje mixto. Una fórmula muy lejos de ser revolucionario en un principio, ya que consiste en una mezcla buena mezcla con capacitación denominado "presencial", y e-learning. Atención sombra Patricio Galiano, director de Cegos e-learning, líder histórico de la formación profesional en Francia: "En Estados Unidos, el aprendizaje combinado a menudo se equipara con el uso de módulos de aprendizaje electrónico asociadas a cara . En Francia, el concepto de blended learning es más variada: en lugar de hablar de la multimodalidad ".
El concepto de aprendizaje combinado es por lo tanto algo más que una mezcla entre la cara y el e-learning. En Francia, combina varias formas de aprendizaje mixto: presencial, a través de la distancial módulos de e-learning, sino también videocasts, línea de prueba autónomo o vídeo de formación, y mediante informal herramientas de colaboración (comunidad de práctica, foros, blog o wiki) o en el campo del aprendizaje con compañeros o tutores. "En la década de 2000, algunos creyeron que el e-learning permanentemente suplantaría a cara. Pero la experiencia ha demostrado verdadera complementariedad: frente a la velocidad de conexión o dificultad propiedad decepcionante de la modalidad e-learning solo, la tendencia es la combinación de varias modalidades y de entrenamiento en entrenamiento ", dijo Patricio Galiano.

“Dans les faits, c’est souvent la contingence financière qui l’a emporté dans la décision d’achat d’e-learning dans l’entreprise. C’est l’efficacité financière qui l’a emporté sur l’intelligence et l’innovation de la formation. L’économie d’échelle et la baisse de prix de l’heure de module e-learning produit restent encore les arguments les plus séduisants et efficaces pour vendre les outils d’e-learning” indique Adrien Ferro, enseignant en ingénierie de la formation mixte à l’Université de Rennes 1 et président de l’association Novantura, la nouvelle aventure des savoirs et du travail.
Franchir le Rubicon
En dépit de ces qualités indéniables, le blended-learning continue de susciter la méfiance de certaines entreprises pour des questions de coûts. Car pour que le dispositif fonctionne, il faut que l’apprenant dispose en premier lieu d’un équipement informatique adapté, d’une connexion Internet de bonne qualité et bien sûr, du temps pour mener à bien sa formation. “Or, certaines TPE/PME ne peuvent fournir à leurs salariés l’ensemble de ces moyens, par manque de ressources ou par manque de place”, reconnaît Tiphaine Duchet, de HR Valley. “Les aspects budgétaires, techniques, infrastructure ou temps souhaité pour la montée en compétences des collaborateurs sont autant de points à prendre en compte pour concevoir son dispositif blended”, confirme Patrick Galiano du groupe Cegos.
Par souci d’économies, certaines PME sont tentées par du blended-learning “low-cost”. Une démarche qui peut s’avérer contre-productive et les dégoûter définitivement de la formule. “Il faut se méfier des sociétés qui sous-traitent leur blended-learning en embauchant des enseignants et en achetant des modules de formation déjà existants sur le marché en marque blanche. En proposant une formation décousue et sans synergie entre présentiel et e-learning, le risque est grand de voir l’élève abandonner rapidement. La cohérence entre l’enseignant et la formation d’e-learning doit être parfaite pour assurer la réussite de l’élève” assure Stylianos Antalis.

E-learning, la solution idoine
Si l’e-learning marque le pas en France au profit du blended-learning, il existe une période où cette formule d’apprentissage à distance reste privilégiée : les fusions-acquisitions. “L’e-learning offre communication et formation. Un rapprochement d’entreprises requiert justement ces deux transferts d’informations, et permet de mettre en partage les valeurs des deux sociétés”, indique Adrien Ferro, enseignant en ingénierie de la formation mixte à l’Université de Rennes 1 et président de l’association Novantura. En premier lieu, l’e-learning permet aux salariés qui le souhaitent de comprendre les objectifs de la fusion et l’organisation de la nouvelle entité. Dans un second temps, ils pourront connaître leur rôle et leur valeur ajoutée au sein de l’organisation. (leer más...)

Fuente: [ lenouveleconomiste ]