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Quality Approach to e-LearningQuality Approach to e-Learning
Courseware: A Pedagogical PerspectiveCourseware: A Pedagogical Perspective
Ming-Puu Chen, Ming-Puu Chen, Ph.D.Ph.D.
Graduate Institute of Information and Computer EducationGraduate Institute of Information and Computer Education
National Taiwan Normal UniversityNational Taiwan Normal [email protected]@ntnu.edu.tw
1.1. IntroductionIntroduction
2.2. The eLCC Quality FrameworkThe eLCC Quality Framework
3.3. Gap Analysis on eLCC CasesGap Analysis on eLCC Cases
4.4. Applicants’ Perception of eLCC Applicants’ Perception of eLCC
5.5. Modeling Effective e-LearningModeling Effective e-Learning
6.6. Frequent Suggestions to Courseware DesignFrequent Suggestions to Courseware Design
7.7. ChallengesChallenges
OutlineOutline
1. IntroductionIntroductionThe eLQA quality assurance system has been impleThe eLQA quality assurance system has been imple
mented since 2005 under the ELNP project to recogmented since 2005 under the ELNP project to recognize and promote quality e-learning in Taiwan nize and promote quality e-learning in Taiwan
eLQA consists of 2 certification services:eLQA consists of 2 certification services:
1. eLCC: e-Learning Courseware Certification1. eLCC: e-Learning Courseware Certification to certify to certify e-learning coursewaree-learning courseware’s instructional quality’s instructional quality
2. eLSC: e-Learning Service Certification2. eLSC: e-Learning Service Certification
to certify to certify e-learning organizationse-learning organizations’ educational quality’ educational quality
1-1 e-Learning Courseware1-1 e-Learning Courseware::Instructional materials employed to deliver Instructional materials employed to deliver self-directed self-directed learning activitieslearning activities through the Internet for creating through the Internet for creating successful learning experience in the learners.successful learning experience in the learners.
Knowledge gathering Knowledge distributingKnowledge gathering Knowledge distributing
1-2 e-Learning Service1-2 e-Learning Service::An e-learning organization’s efforts to assure quality e-An e-learning organization’s efforts to assure quality e-learning in learning in personnel, course, and system aspects.personnel, course, and system aspects.
Not just courseware, but also all the efforts in supporting learning Not just courseware, but also all the efforts in supporting learning
Collaboration and interaction among participants and facultyCollaboration and interaction among participants and faculty
1.2.1 Quality Criteria of ELNP eLSC1.2.1 Quality Criteria of ELNP eLSC::
Unit Certification: Corporate in-house e-trainingUnit Certification: Corporate in-house e-trainingCourse Certification: ID-applied e-learningCourse Certification: ID-applied e-learningCurriculum Certification: E-learning providersCurriculum Certification: E-learning providers
Inst. MediaInst. MediaMedia design, Interface,
Media component
2. The eLCC Quality Framework2. The eLCC Quality Framework
ContentContentAccuracy, Organization,
Clarity
Instructional DesignInstructional DesignGoals & Objectives, Presentation, Practice & Feed
back, Assessment, Strategies, Congruence
NavigationNavigationNavigation, Operational helper, Learner tracking
2.1 eLCC Quality Aspects and Criteria2.1 eLCC Quality Aspects and Criteria
Individual reviewIndividual review
Presentation and explanationPresentation and explanation
Review meetingReview meeting
eLCC ReporteLCC Report
2.2 eLCC Review Procedure2.2 eLCC Review Procedure
Comments & questions
Case consultation can be appointed on a hourly-rate.Case consultation can be appointed on a hourly-rate.
2.3 Motivate with Levels of Achievement2.3 Motivate with Levels of Achievement
Modeling effective e-learning through eLCCModeling effective e-learning through eLCC
3. Gap Analysis on eLCC Cases
, 40% certified as A, AA, or AAA, 40% certified as A, AA, or AAA
Applicants over-estimated their courseware quality.Applicants over-estimated their courseware quality.
4. Participants’ Perception of eLCC Participants’ Perception of eLCC
4. Participants’ Perception of eLCC Participants’ Perception of eLCC
• Relative advantageRelative advantage– Decreased, but remains positiveDecreased, but remains positive
• CompatibilityCompatibility– IncreasedIncreased, eLCC is compatible with the development process o, eLCC is compatible with the development process o
f quality e-learning coursewaref quality e-learning courseware
• ComplexityComplexity– Decreased & toward negativeDecreased & toward negative, gaps exist between applicants’ e, gaps exist between applicants’ e
xpectation and eLCC results xpectation and eLCC results
• ObservabilityObservability– Sustained & positiveSustained & positive, applicants felt that eLCC showed them h, applicants felt that eLCC showed them h
ow their e-courseware quality was ow their e-courseware quality was
• TrialabilityTrialability– Decreased & toward negativeDecreased & toward negative, assistance needs to be provided , assistance needs to be provided
to help the design of quality e-coursewareto help the design of quality e-courseware
successful e-learning experiencesuccessful e-learning experience
E-learning courseware plays the key role of E-learning courseware plays the key role of creating creating effective, efficient, effective, efficient, andand appealing appealing e- e-learning experience in the learners.learning experience in the learners.
Content is the king !Content is the king !
5. Modeling Effective e-LearningModeling Effective e-Learning
Ultimate Goal: Individualized LearningUltimate Goal: Individualized Learning
Right
Information
Right
Amount
Right
Context
Right
Time
Right
Form
Ideal learning processIdeal learning process
real learning processreal learning process
The Nature of Learning ProcessThe Nature of Learning Process
Learning process can’t be reduced.Learning process can’t be reduced.
Aware of Learners’ Internal NeedsAware of Learners’ Internal Needs
Support learners’ internal learning needsSupport learners’ internal learning needs
Attending Attending Selecting Selecting Organizing Organizing Integrating Integrating
1. Gaining attention1. Gaining attention
2. 2. Informing the learner of the objectiveInforming the learner of the objective
3. Stimulating recall of prerequisite learning3. Stimulating recall of prerequisite learning
4. Presenting stimulus materials4. Presenting stimulus materials
5. Providing learning guidance5. Providing learning guidance
6. Eliciting performance6. Eliciting performance
7. Providing feedback7. Providing feedback
8. Assessing performance8. Assessing performance
9. Enhancing retention and transfer9. Enhancing retention and transfer
The Nine Events of Instruction (Gagne)The Nine Events of Instruction (Gagne)
Inform course objectivesInform course objectives
Introduction (Motivate)Introduction (Motivate)
Place learners in a contextPlace learners in a context
Narration
+ FLASH
FLASH +
real scene
Topic1Topic1
Introduction Introduction
LecturingLecturing
PracticePractice
FeedbackFeedback
Topic2Topic2
Introduction Introduction
LecturingLecturing
PracticePractice
feedbackfeedback
Case practiceCase practice
Background Background
Decision-making Decision-making
Demos/Ans Demos/Ans
FLASH + Scenes of cases
Virtual TA + Flash
Teacher + PPT lecture
Demo: Competency-based Interview
6. Frequent Suggestions to6. Frequent Suggestions toe-Learning Courseware Designe-Learning Courseware Design
6.1 Show Learners the Course Structure6.1 Show Learners the Course Structure
6.2 Teach Them, not just Tell Them6.2 Teach Them, not just Tell Them
Incorporate necessary activities to ensure successful learningIncorporate necessary activities to ensure successful learning
6.3 Help Learners Correct Mistakes6.3 Help Learners Correct Mistakes
6.4 Coach Learners through Worked-Examples6.4 Coach Learners through Worked-Examples
6.5 Give Where-am-I Info. for Self-regulation6.5 Give Where-am-I Info. for Self-regulation
6.6 Adopt Proven Learning/Instructional Models 6.6 Adopt Proven Learning/Instructional Models
Lecture + PracticeLecture + Practice
6.6 Adopt Proven Learning/Instructional Models 6.6 Adopt Proven Learning/Instructional Models
Lecture + PracticeLecture + Practice
6.6 Adopt Proven Learning/Instructional Models 6.6 Adopt Proven Learning/Instructional Models
Simulation
6.7 Provide a Complete Learning Cycle6.7 Provide a Complete Learning Cycle
6.8 Provide Opportunities for 6.8 Provide Opportunities for Applying Knowledge and SkillsApplying Knowledge and Skills
Demo
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysis
Application Application
Comprehension Comprehension
Knowledge Knowledge
Critical thinking Critical thinking skillsskills
6.9 Foster Higher Order Thinking Skills6.9 Foster Higher Order Thinking Skills
• Motor skillsMotor skills– Mental model, Repetition Mental model, Repetition Muscle memory Muscle memory
• FactsFacts– Paired-association, Spaced practice, Paired-association, Spaced practice,
Mnemonics, Cueing/ChainingMnemonics, Cueing/Chaining
• ConceptsConcepts– Definition, positive/negative examplesDefinition, positive/negative examples
• Rules and proceduresRules and procedures– Step-by-step, CoachingStep-by-step, Coaching
• Problem-solvingProblem-solving– Pre-requisite skills, feedback, self-monitoringPre-requisite skills, feedback, self-monitoring
• AttitudeAttitude– Importance, helpfulness, satisfactionImportance, helpfulness, satisfaction
6.10 Incorporate Appropriate Learning Strategies6.10 Incorporate Appropriate Learning Strategies
Tea1, Tea2
7. Challenges 7. Challenges • The development of eLCC aimed to serve as a common platThe development of eLCC aimed to serve as a common plat
form for assessing e-learning courseware in Taiwan. It migform for assessing e-learning courseware in Taiwan. It might not be suitable for all types of e-learning courseware.ht not be suitable for all types of e-learning courseware.
• The development of e-learning courseware could be restrictThe development of e-learning courseware could be restricted by eLCC. We need to monitor the impact carefully and sed by eLCC. We need to monitor the impact carefully and systematically, and be considerate to any possible adjustmenystematically, and be considerate to any possible adjustment and revision. t and revision.
• How should e-courseware be defined to incorporate the How should e-courseware be defined to incorporate the collaboration and sharing features of newly developed web collaboration and sharing features of newly developed web technology, such as Web 2.0, remains an issue. technology, such as Web 2.0, remains an issue.
• Most of the time, cost-effective factor jeopardizes the develMost of the time, cost-effective factor jeopardizes the development of pedagogically-effective e-courseware.opment of pedagogically-effective e-courseware.
Thank you for your attention Thank you for your attention
Questions?Questions?