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Good e-learning design
Margareta Hellström
Pedagogical Advisor KTH Learning Lab
Pedagogical Advisor KTH Learning Lab
•- 1994 Researcher at NIOSH (National Institute of Occupational Safety and Health
•1994 elearning for 700+ school teachers
•1995 - 1999 Coordinator of 3 European + 2 national e-learning projects
•2000 e-learning designer at IT University in Kista (KTH)
•2001 Senior Advisor ICT Karolinska Intitutet
•2002 -2003 ICT Consultant The Swedish Net University (IPR & copyright)
•2003- 2004 Senior Advisor Stockholm Univ. & Univ. of Colombo, Sri Lanka
•2004 Senior Advisor & eL designer KTH Dept. of Mathematics
•2006 - ICT Pedagogical Advisor, KTH Learning Lab
•Teacher trainer at KTH in ICT & learning
My background
”Learning, not teaching is the issue” Liz Burge 2001
”Learning cannot be designed. It can only be designed for”
Etienne Wenger 1998
?To what problem is e-learning the answer
?What is e-learning really for
...
meet new educational needs & meet new educational needs & reach new groups of learnersreach new groups of learners
While barriers exist, and customization is inevitable, at present, there is no knowledge transfer mechanism more efficient than e-learning.
As we look to the future, the developing world will see nothing but benefits from the use of technology in capacity building.Cheick Kante (2001) COO, World Links Vishal Savani, Director of Business Initiatives, World Links,Washington, DC
in Sweden?
• Ageing population
• Spearsly populated country
• A need for more lifelong learning possibilities >80% of our adults would like to continue their education but…
• Flexibility my studies must be possible to combine with my ”other” life i.e. work, family, hobbies, travels, studies abroad, other colleges…
• Prevent digital divide - age divide? - the Internet generation, digital natives, born 1990 < - teachers, parents, politicians are all born before 1985
” I don’t want to take a course. I want to be able to learn how to do things I don’t know yet. I want to be helped to understand...”
in your country?
• More people who requires education than teachers to deliver it
• Instructional and a geographical gaps
• Need for more lifelong learning possibilities, a second chance
• Need for efficient transfer of knowledge www (whatever,whenever,whereever)
• Need for economic growth & peace
• Help bridge digital divide
• …what is missing?
http://www.youtube.com/watch?v=tahTKdEUAPk
http://www.youtube.com/watch?v=tahTKdEUAPk
Learning to Change - Changing to learn
How todesignhigh quality learning ?
to make learning grow exponentially
Which is the single most important factor for learning?
MOTIVATION
What creates motivation?
Feeling competent
Feeling connected
TRUST
What motivates students?
• Feeling competent
• Feeling connected
• Feeling respected
• The mark they will receive
• The work they will produce
How do we design for motivation by using ICT ?Create collaborative tasks using peer to peer learning… meaninful individual tasks, just above ”comfort zone”…”real” assignments, relevant for each student’s needs… updated and engaging course material, drawing on all senses and using
humor…a visible and supportive teaching team…an online community of practise (study ”buddies”)… visible proofs of students’ competence (publish results, diploma)
Good teaching principles
• Deep learning is more likely when the student experiences a need to know something in order to carry out tasks which matter to them.
• Deep learning is associated with doing. If the learner is actively involved, then more connections will be made both with past learning and between new concepts.
• It is often easier to negotiate meaning and to manipulate ideas with others than alone
Biggs 1989
• Assessment can therefore play a positive role in learning
• It can tell students whether or not they are meeting the intended learning outcomes of the subject
• It certifies that they are capable of proceeding to the next level.
Assessment has a powerful impact on student learning
How todesignhigh quality e-learning ?
BEWAREof packaging
traditional teaching
1st Generation e-learning
• replicating course structure, elements and delivery mode
• incorporate existing support materials (though may be modified or augmented)
• delivery dependent on course originator
• not scalable
• like “horseless carriages”
Online courses as direct analogues of conventionally-delivered courses
Common pitfalls
• You conserve old teaching methods & content in new vessels
• You under-estimate the role of face to face meetings
• You get surface learning when the intention was to get deep learning
• You under-estimate the TIME it takes to develop high quality e-learning to implement & run high quality e-learning to attend an e-learning course
• You forget the reward What’s in it for the teachers...?”
• they use the same top-level learning outcomes (but educationally derived)
• they use precept-driven design methodology
• they are team developed, not faculty led
• the course requires mentoring, not teaching when delivered
• the course is fully scalable (from 50 - 5000 participants)
2nd Generation e-learningOnline courses equivalent to conventionally-delivered courses, but purpose designed for medium
SF271V Finacial Mathematics 7,5 ECTS
Mix of 1st & 2nd generation e-learning
Examples
• Learning pathways through OER
•Virtual worlds & game based learning
• Personal learning environments (PLE)
• Just-in-time education (flexible)
Online education that does not stick to earlier course conventions
•The ”course” is an artificial construct born of practicality, but old constraints no longer apply
3rd Generation e-learning
TED@Palm Springs presentation on game-based learning
http://www.youtube.com/watch?v=Mirxkzkxuf4
A Vision for 21st Century Learning
Virtual worlds, MUDs and other game based learning
MUD= Multi User Dungeons or Multi User DimensionA type of text based role play
WebQuests: A Strategy for Scaffolding Higher Level Learning
Welcome to my PLE
A 7th grade student gives us a tour of her personal learning environment (part of a science class).
http://www.youtube.com/watch?v=YEls3tq5wIY
Mobile learning? Use the mobile phone as a tool for learning
Podcasts Videocasts
DocumentationText messagesNavigation GPS
Just-in-time training & online community of practise
Just-in-time training & online community of practise
Course content Digital literacy and learning – ICT and pedagogy for the 21st century, 8 ECTS (credits)
Target group Teachers (and teacher students) of all levels from pre-school to university
Design principles•Be yourself a good example•Flexible admission and study pace – on demand •Individual learning paths – according to needs•Collaborative learning – community of practise•Students as content providers – blogs, forums, ”sandbox”•Peer review & peer learning•Learning by doing •Meta-learning – reflecting on lessons learned, blogs•Iterative production – constantly updated
Course content Digital literacy and learning – ICT and pedagogy for the 21st century, 8 ECTS (credits)
Target group Teachers (and teacher students) of all levels from pre-school to university
Design principles•Be yourself a good example•Flexible admission and study pace – on demand •Individual learning paths – according to needs•Collaborative learning – community of practise•Students as content providers – blogs, forums, ”sandbox”•Peer review & peer learning•Learning by doing •Meta-learning – reflecting on lessons learned, blogs•Iterative production – constantly updated
Intro to the course LC100N on YouTube
http://www.youtube.com/watch?v=zXrVCeK_OHs
•Discourage 1st generation e-learning
•Encourage 2nd and 3rd generation
• Support a broad spectrum of studentsCultureLearning preferencesSpecial needs
•Use blended & flexible learning design
•Follow international standards (IMS, SCORM, WAI)
•Encourage creativity and joy among creators
•Test & evaluate your product - iterative process
Aims for course development
Understand the communication process
There are many reasons why learners perceive information in different ways (various levels of experience and expertise, cultural or environmental differences, different level of commitment).
Communication must be designed for - and monitored
This is where many elearning courses fall down. Typically, they are focused on content delivery and have limited opportunities to assess the learner’s understanding and provide feedback.
Determine and decide how you will prepare the material so that the learner can make sense of it (encoding)
The better you know the learner, the better your course can be designed. A large part of effective communication in elearning is through establishing context.
An example from www.articulate.com
Lesson: Don’t waste your learners time
Are your courses pushed or pulled?
Alternative 1 Alternative 2
Think of your course as 2 parts
The key is to focus less on delivery of information and more on collecting evidence of the learner’s understanding.
One part is about giving information that the learner needs. The other about assessing the learner’s ability to process that information.
2 ways to engage learners, both are needed
create a process of providing information in the course
make learners use that information to make informed decisions
Read books, course material, articles, intructions , look at video, TV, listen to radio, podcasts, videocasts
The key to get active engaged e-learners is to understand the essence of the course content and purpose and then place the learner in an environment that replicates it. People learn best when the content is relevant to them.
Get students to act on the information provided
Using multimedia in elearning
Good audio quality is a combination of equipment, location, and talent.
The microphone you use affects the quality of your audio.
The quality of your narration is important to your elearning course.
You get what you pay for There is an increasing demand for video.
Review learning content on YouTube & teachers.tv
Do not try to invent the wheel!
Example: Biomime Grad SchoolFree audio editing & recording tool
http://audacity.sourceforge.net
Upload on YouTube & Vimeo
• Promt feedback on their work – mix self correcting MCQ with group work & peer assessment, teaching team mentors/ ass.teachers.
• Clear directives on what to do – create deadlines, examples to look at, visible reminder (of their status)
• Activity online from the teacher – weekly letter, personalized automated messages/ template answers, comment in forums, show that you are online when you are logged on
• Access to all material 24/7– even course literature
•Helpdesk out of office hours – hire or share resourses
• Access to library resources 24/7 – create an online service, with library card & loans online, chat to a librarian, e-books etc.
e-learning students wants
My Top 10 design advice
1. Design for communication (L2L, L2T, f2f) – e-learning can be a very lonely activity
2. Design for student activity – learning arises from what students experience, not from what teachers do or the technology
3. Design for good time management – e-learning takes a lot of time (deadlines, examples..)
4. Design for social interaction – students will work on a global market (teamwork, cultural
understanding, ethic principles is needed)
5. Design for life long learning – students need to achive good information competence & learning strategies
6. Design for sharing of knowledge & experience – you learn by instructing and guiding others and by listen to others that helps you (peer learning, coaching, mentorship)
7. Design for meta-learning – students need to reflect on their own learning (lessons learned, portfolio,
log-book, reflective journal)
8. Design for creativity – students need to reach level 5,6,7 in Blooms taxonomy
9. Plan for the re-design – iterative process
10. Plan for a reward system – for teachers
My Top 10 design advice
Good luck with your work!
