Rapid E-Learning in the University

Rapid E-Learning in the University

Ivy Tan, Ravi Chandran
DOI: 10.4018/978-1-60566-014-1.ch163
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Rapid e-learning (REL) is a phrase in common use since 2003. This article defines REL, describes types of REL authoring tools, discusses management and instructional issues surrounding REL in corporate and academic settings, and summarizes the experience of the National University of Singapore (NUS), an early adopter of the concept of REL since 2004. Almost all current literature on the topic focuses on REL applications in corporate e-learning. There is very little academic research into issues surrounding REL because this is a recent development. At this stage of implementation of REL, the literature on the topic is limited. The following three definitions are commonly used: 1. Josh Bersin defined REL as a category of online training content, which can be developed in weeks, can be authored by subject matter experts (SMEs), and maintains instructional focus and quality (Bersin & De Vries, 2004). REL tools leverage on common software such as PowerPoint and then convert that to Flash or other formats for Web delivery with options to add audio and simple quiz. Content is published, edited, and republished by the SMEs with little or no assistance. 2. Patti Shank, President of Learning Peaks, broadened the definition to include rapid instructional design, development, deployment, and evaluation (Shank, 2006). REL is no longer just synonymous to the rapid authoring and development of content, but also to the streamlining of the entire project management process and production cycle. 3. Another possible definition of Rapid E-learning is when the phrase is used to indicate how rapidly e-learning is being adopted or embraced by an organization. (Tan, Lee & Goh, 2004). The definitions by Bersin & Associates and Patti Shank, which include process and product, are widely accepted as the main definitions of REL.

Key Terms in this Chapter

Business System Planning (BSP): IBM’s developed methodology of investing in information technology. An example of a system approach methodology of developing an information system.

Need-to-Know Access Policy: Security access policy based on supplying to individual employee only information necessary to perform their duties.

Terminal Defense: An initiative undertaken by the owners of individual nodes in a network to protect their individual nodes from persistent, well-supported intrusion.

Information Security Policy: A document which outlines the basic rules of safe processing and dissemination of information.

Risk Analysis: Definition to what extent particular data could be a subject of unauthorized access or alterations.

Information Security: Domain of knowledge dealing with issues of preserving confidentiality, integrity, and availability of information.

Chief Information Security Officer: Employee of an organization who is top authority in relation to information security issues.

Intrusion Detection: Attempts to discover attacks while they are in progress, or at least discover them before much damage has been done.

Piecemeal Design: A method of designing a system in which each component of a system is developed independently.

Collective Action: An initiative undertaken by groups of owners, industry groups, government groups, and so forth, who audit the collective system operation and exchange information to detect patterns of distributed attacks.

Principle of Least Privilege Access Policy: Equivalent of “need-to-know” security policy related to the role-based security access model.

Security Clearance: Individually granted to an employee set of privileges related to dealing with confidential information.

ISO 17799: International standard describing managing information security processes.

Security Category: Limitation of circulation imposed on a document or a file.

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