Pedagogical Design Applications in eLearning Environments

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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, 2016Ramesh Sharma

http://icelet2016.elearningassociation.ir/

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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

ICELET2016https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

Asia

ICELET2016https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

North America

ICELET2016https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

Western Europe

ICELET2016https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

Latin America

ICELET2016https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

Middle East

ICELET2016https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf

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

Factors

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Areas

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Dynamic Drivers

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Technology

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Multiple Pedagogies

ICELET2016LOWHIGH

NMC Horizon Report 2016

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Challenges

NMC Horizon Report 2016

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Trends

NMC Horizon Report 2016

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Developments in Technology

Pedagogy of eLearningCharacteristics of Web:Physicality of media Social InteractionsConversational PragmaticsHypermedia basedDiversity of ResourcesMultimodality

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Design Framework

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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).

ICELET2016Carr-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 learningIn 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).

ICELET2016Bates, 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 ModelSharma and Mishra (2007) suggested Experience-Reflect-Interact-Construct (ERIC) model for learner engagement in digital environments.

ICELET2016Sharma, 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 LearningEfficient employment of eLearning by teachersreduce the psychological transactional distance between the individual student and the content to be learnt

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Key Dimensions ConnectivityInteractivityMotivationFlexibilityCollaborationExtended Opportunities

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ICELET2016Thank you so very much!!