Description
The infrastructure properties and specifications required to set up the e-learning environment which provides learning experiences to the audience.
E-learning environments include software, web platforms and social media.
Alternative labels
e-learning software infrastracture and applications
Skill type
knowledge
Skill reusability level
sector-specific
Relationships with occupations
Essential knowledge
E-learning software infrastructure is an essential knowledge of the following occupations:
E-learning architect: E-learning architects establish goals and procedures for the application of learning technologies within an organisation and the creation of an infrastructure that will support these goals and procedures.
E-learning developer: E-learning developers design and develop simpler forms of digital learning content including reference materials, slides, assessments, screen-casts, interview videos and podcasts. They write and provide content for a computer based learning application.
Optional knowledge
E-learning software infrastructure is optional for these occupations. This means knowing this knowledge may be an asset for career advancement if you are in one of these occupations.
Digital literacy teacher: Digital literacy teachers instruct students in the theory and practice of (basic) computer usage. They teach students digital literacy and, optionally, more advanced principles of computer science. They prepare the students with knowledge of software programmes ensure that computer hardware equipment is properly used. Digital literacy teachers construct and revise course content and assignments, and update them according to technological developments.
ICT trainer: ICT trainers conduct training-needs analysis and design programs to train students in the use of software packages and information systems accordingly. They produce and update existing training materials (content and method), deliver effective training in classroom, online or informally, monitor, evaluate and report effectiveness of training. They maintain and update expertise on specialised ICT subjects and evaluate and report on students’ performance.
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