PRESENTING E-LEARNING & DESIGN

CONCEPTS

TIFFANY PARRIS

E-LEARNING

Uses electronic technologies to create a learning environment (Horton, W., 2012).

Online learning tool capable of presenting content, discussion forums, quizzes and providing course grading (Newby, Stiepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011).

E-Learning (Electronics Learning) A type of education where the medium of instruction is computer technology (Reference.com, 2014).

Learning using/utilizing electronic technologies to access educational curriculum outside of a traditional classroom (elearning.gov, 2014).

A type of education that uses various Web 2.0 tools via the internet to connect people to classrooms, colleges, and businesses in various cities, states and countries all over the world for the intended purpose of learning.

E-LEARNING VARIETIES

• Standalone courses: courses taken by a single person without the interaction of peers or teachers (Horton, W., 2012).

• Learning games and simulations: learning occurs by preforming simulated activities requiring exploration that lead to discoveries (Horton, W., 2012).

• Mobile learning: learning continues for conventional and standalone classrooms (Horton, W., 2012).

E-LEARNING VARIETIES CONTINUED

• Social Learning: through interaction with a community of experts and fellow learners with text messaging, online discussions, and blogging (Horton, W., 2012).

• Virtual classroom courses: learning through the interaction with a community of experts and fellow learners that relies heavily on social networking (Horton, W., 2012).

• Interaction occurs through: wireless networking, wifi, Bluetooth technology, virtual enviroments, AI, intelligent agents, wikis, Wikibooks, Wikinews, Wikiquote, grid computing, displays and convergence of technologies (Lever-Duffy & McDonald, 2011).

BENEFITS OF E-LEARNING

• Classes can met asynchronously or synchronously.

• Allow for flexibility of schedules, lifestyles, time constraints etc.

• No travel required.

• Classrooms are available on most mobile devices.

• Classes are often self-paced.

• Less expensive then traditional on site colleges.

• Often faster than traditional classrooms.

DESIGN PERSPECTIVE

• Constructivist perspective: the primary responsibility of the instructional expert is to create and maintain a learning environment that has two essential characteristics: learning in context and collaboration (Newby, Stepich, Lehman, Russel, & Ottenbriet-Leftwich, 2011).

• Instructional design is the systematic reflective process of learning and instruction into plans for instructional materials, activities, information resources and evaluation (Lever-Duffy, & McDonald, 2011).

• To have a successful instructional design you must have a strong instructional plan to identify how learners will reach the intended goal or purpose of the instruction.

• Instructional plan determines the methods, techniques and/or media used and how and when to present specific information (Lever-Duffy, & McDonald, 2011).

DESIGN PERSPECTIVE INFLUENCES

Various analysis techniques and methods to determine current skill level and skills needed to accomplish the intended task (Lever-Duffy, & McDonald, 2011). What do they know and what do they need to know?

A repertoire of methods, techniques and activities that can be used to increase student learning (Lever-Duffy & McDonald, 2011). What will you be using in the classroom to bring the content together?

Strategies for sequencing instructional media and materials to ensure learners receive the proper amount of education (Lever-Duffy, McDonald, 2011).

Evaluation to ensure instruction and materials resulted in the students success (Lever-Duffy & McDonald, 2011).

ALIGNMENT OF LEARNING GOALS

• Identify your goal: what is your design intending on accomplishing (Horton, W., 2012).

• Ask what matters: what is important to the organization? How will this project help to accomplish our goals (Horton, W., 2012).

• Consider a wide range of goals (Horton, W., 2012

• Identify real goals (Horton, W. 2012

ALIGNMENT OF LEARNING OBJECTIVES

• Link objectives to organizational goals creating a bridge to the high priority goal (Horton, W., 2012).

• Analyze learners’ needs and abilities: motivation, psychomotor skills, attitude, mental discipline, communications skills, talents, media preferences, relevant back ground knowledge and experiences, learning conditions, locus of control, style of prior education, and digital fluency (Horton, W., 2012).

SELECTION OF TEACHING SEQUENCES

• Determine the audience

• State clear objectives

• Carefully design and delivery method and media to be used

• Incorporate test, audio, video, animation, quizzes, discussion board post and multimedia

• Honor technology requirements, fair use policies and copy right laws

• Use colors, graphics and fonts that will invite students and not become overwhelming

ANALYZE THE SELECTION OF LEARNING ACTIVITIES• Activities provoke learning experiences with the combination of simple activities allowing difficult

learning objectives to be accomplished (Horton, W., 2012).

• ABSORB—DO--CONNECT (A_D_C)

• (Horton, W., 2012). What are the learners engaging from the learning experience? How are they making the connection to their own life experiences? How will they take this information and make it relevant moving forward?

• All learning objectives should conclude with answering how the learner completed the previous parts of A_D_C.

• Are your learning objectives creating the combinations fostering winning learning activities and comprehension?

REFERENCES• E-learning. (2013) What is e-learning? Retrieved from:

http://www.elearningnc.gov/about_elearning/what_is_elearning/

• Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

• Lever-Duffy, J. & McDonald, J. B. (2011). Teaching and learning with technology (4th ed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon.

• Newby, T., Stepich, D., Lehman, J., Russell, J., & Ottenbreit-Leftwich, A. (2011). Introduction to Learning and Technology. Educational Technology for Teaching and Learning, 4th Edition. Boston: Pearson.

• Refernce.com. (2014). Electronic Learning. Retrieved from: http://www.reference.com/browse/wiki/Electronic_learning