E-Learning and Design Concepts By Daryle Schneider EDU652 10/31/2010

Define e-learning “ Elearning is the use of information and computer technologies to create the learning experience” (Horton, 2006)” “Elearning is internet based, electronic based, eccentric based and framework based” “Broad definition of the field of using technology to deliver learning and training programs. Typically used to describe media such as CD-ROM, Internet, Intranet, wireless and mobile learning” (Kruse, 2002).

Varieties of e-learning Standalone courseself-paced without an instructor or classmates Virtual-classroom coursesclassroom course, may be synchronous Learning games and simulations – Simulated activities that require exploration and lead to discovery Embedded elearning using a system such as a computer program, diagnostic procedure or online help Blended learning- using several forms of learning to accomplish a goal: may be classroom or various forms of elearning Mobile learning world experiences using handheld technologies Knowledge Management using online documents, conventional media to educate entire groups and organizations, not individual oriented

Varieties of e-learning continued Similar to stages in designing and implementing a new computer system. These stages are part of the system life cycle performed by the main design team. The stages of a typical system development cycle are: Analysis Design Implementation Testing Installation

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Define Instructional Design Contributes theory on ways people learn. Strategies for applying the theories, methodologies and knowledge that guide selection. Specification of learning experiences such as simulations, leaning games, online meetings and discussion forums. Hardware and software design coordinating development of instructional materials. Carefully prepared according to rules of effective instruction by instructional design teams.

Define e-learning Design “ Using design as decision and how we carry out the decisions, involves judgment, tradeoff and creativity” (Horton, 2006). “ A definition of informed reflection is presented in the context of educational research. Its importance is outlined and connections are made to design teaching objectives” (Weston, 1986).

Design Perspectives and Influences Instructional design – designing strategies for applying the theories about how people learn and using them to design learning experiences Software engineering – helps to build computer programs that have a user interface ad can draw content from a database. It requires design and quality control and contributes the concepts of object design, usability design and rapid prototyping. Media Design – using digital media to select the appropriated mixture of text, graphics, voice, music, sound effects, animation and video that are put in proper sequence. Economics – may generate income and must be developed under a budget and schedule.

How Others Design The Art Center College of Design in Pasadena, California’s design pedagogy is learning through problem-solving. Handshaw, Inc. focuses primarily on instructional design and found that more of their clients needed a total solution. The University of Illinois lists effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Illinois Online Network Veridical’s Productions Education Division endeavors to take a unique and innovative approach towards film education by designing interactive course modules that can be implemented in Online Course Management systems.

Alignment of Learning Goals 1.What is your organizational goal – what is the design to accomplish? 2.Identify your underlying goal 3.Ask what matters 4.Make the organizational goal your goal 5.Consider a wide range of goals

Alignment of Learning Objectives Set learning objectives Write the learning objectives Types of objectives Spell out the situation Set criteria for success Analyze learner’s needs and abilities Consider defined curricula Teach essential skills Identify prerequisites Spot related objectives State objectives Identify the hierarchy of learning objectives Decide how to accomplish prerequisites Decide the teaching sequence of your objectives Decide the teaching Create objects to accomplish objectives What is a learning object? Turn objectives into learning objects sequence of your objectives Create tests Select learning activities What kind of actives do you need? Proven leaning experiences Specify leaning activities to accomplish the objective Re-design again

Using a Gantt Chart Displays the start and finish dates of the elements of a project and shows the dependencies (relationships) between elements. Gantt chart software can be used to show current schedule status using ‘per cent-complete’ shadings and a vertical ‘TODAY’ line.

Examine Selection of Teaching Sequences Teaching Sequences Sequences Defined Sideways sequencing Definitions, fundamental concepts, contextual background before presenting Top-down sequencing learners are presented with prerequisite information only when needed, a preview and then a demonstration Sideways sequencing learners are presented with prerequisite information only when needed, a preview and then a demonstration

Discuss: Selection of Learning Activities Absorb - How can learners acquire information - How do I design activities where learners read, watch, and listen. Presentations. Sharing stories. Readings. Field trips. Do - How can learners practice, explore, and discover. Practice activities. Discovery activities. Games and simulations. Connect - How do learners link what they are learning to prior learning, to work, and to life. Ponder activities. Job aids. Research activities. Original-work activities.

References Used COMPUTER-ASSISTED LEARNING AND TEACHING. (2003). In Encyclopedia of Computer Science. Retrieved from TookBook. (1999). In Dictionary of Multimedia and Internet Applications: A Guide for Developers and Users. Retrieved from TookBookhttp:// Defining eLearning. (2004, January 21). Retrieved October 30, 2010, from Horton, W. (2006). E-Learning by design. San Francisco: Wiley Weston, C. (1986, May). Selecting Instructional Strategies. Ohio State University Press, pp from Kruse, K. ( ). e_learning Guru. Retrieved October 25, 2010, from eLearning Guru.com: