Pedagogical Design Applications in eLearning Environments

Pedagogical Design Applications in eLearning Environments10th Annual Iranian conference on e-Learning and e-Teaching (ICELET2016)

Thursday February 25, 2016

Ramesh Sharma

http://icelet2016.elearningassociation.ir/

ICELET2016

What is happening?

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Africa

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https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

Eastern Europe

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North America

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Western Europe

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Latin America

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Middle East

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http://www.internetlivestats.com/internet-users/

Factors …

Faster Speed

Lower Cost

Wider Scale

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Areas …

elearning

University

Education

Software Training

Advanced

Learning

Vocational

training

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Dynamic Drivers …

Technology

Pedagogy &

Content

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Technology …

1980s – Web 1.0 / Computer Based Training

1990s – Multimedia PC with CD ROM / LMS

Early 2000s – Rise of Internet / web based Training

2006 – 2010 – MOOCs HTML5Smartphones

2011- present Big DataLearning AnalyticsBYODMOOC BoomGamificationAugmented Reality

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Multiple Pedagogies …

Lectures ReadingAudio / Visual /

Demonstration

Discussion Practice by Doing

Learning Through Teaching

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LOWHIGH

NMC Horizon Report 2016

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Challenges

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Trends

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Developments in Technology

Pedagogy of eLearning

Characteristics of Web: Physicality of media Social Interactions Conversational Pragmatics Hypermedia based Diversity of Resources Multimodality

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Design FrameworkICELET2016

Lack of Pedagogical ConsiderationsWeigel (2000): Online courses lacked any pedagogical considerations, rather being “little more than an exercise of posting on the Internet an enhances syllabus that includes lecture content, reading assignments and practice tests along with using discussion groups and e-mails to respond to students questions”

Weigel, V. (2000). E-learning and the tradeoff between richness and the reach in higher education. Change, 33(5), 10-15.

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Effectiveness of web: a disappointmentCarr-Chellman and Duchastel (2000)

It is also evident that many online courses lack basic design consideration and that the web is simply being used as a medium for delivery of instructions created within another framework. Such transposition from one medium to another may have some value in reaching certain outreach goals, but it also run serious risks of diluting the original instruction and possibly rendering it ineffective (p.229).

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Carr-Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), 229-241.

Usage pattern of online education practices

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Engaging for worthwhile learning In whatever way the online education

practices are used, trends showed a need for a paradigm shift from teacher to student centered learning; from simply passing on knowledge to constructions of knowledge and collaboration (Salmon, 2000; Bates, 2001; Laurillard, 2002).

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Bates, T. (2001). National strategies for e-learning in post-secondary education and training. Paris, France: UNESCO, IIEPLaurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies. London, UK: RoutledgeSalmon, G. (2000). E-moderating: The key to teaching and learning online. London, UK: Kogan Page.

ERIC Model Sharma and Mishra (2007) suggested Experience-Reflect-Interact-Construct (ERIC) model for learner engagement in digital environments.

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Sharma, R. C. & Mishra, S. (2007). Cases on global e-learning practices: Successes and pitfalls. Hershey, PA: Idea Group Publishing.

Shift from Instructor based to Hybridisation

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http://ayracapital.com/global-trends-in-elearning-2/

Considerations … Not all are online, yet use some form or

other of electronic technology Personalisation of Learning Efficient employment of eLearning by

teachers reduce the psychological transactional

distance between the individual student and the content to be learnt

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Key Dimensions … Connectivity Interactivity Motivation Flexibility Collaboration Extended Opportunities

ICELET2016

Thank you so very much!!

Pedagogical Design Applications in eLearning Environments

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