1. Department for Education Innovation
Academic Induction Programme 2015
Senior Instructional Designers
Dr Marius Pienaar (VET)
Ms Adriana Botha (EBIT & ASELPH)
9 July 2015
e-Learning
2. In this session
• “Warm-up: Red flag shout”
• Theoretical overview & Terminology
• “Getting ready: Green flag shout”
• Augmenting clickUP and teaching and learning
• “Cut & Polish”
• Diamond Metaphor
• “Let your diamond module sparkle”
• Housekeeping
e-Learning
3. Activity 1
“4 min Warm-up: Red flag shout”
• Think of any words you can associate with the 3
terminologies:
1. eLearning
2. Hybrid Learning
3. Blended Learning
• Raise your red flag – say the number above
• Say the word
• Scribe will write it down
e-Learning
4. e-Learning
What is e-learning?
• The use of technology to enable people to learn
anywhere and anytime
• Information is made learner-friendly: apply the
principles of instructional and visual design,
then produced using authoring tools/software
5. e-Learning
What is e-learning?
• Made available on the LMS, Web portal or
intranet
• Covers a range of activities from learning
online, to hybrid/blended learning (combining
traditional and e-learning)
7. e-Learning
What is NOT e-learning?
• “Putting documents behind glass”
• Adding narration to PowerPoint slides and
publishing them
• Uploading a course on to a LMS without
activities and interaction
8. e-Learning
Advantages of e-learning
• Different learning styles are addressed
• Development of computer and Internet skills
• Builds self-knowledge and self-confidence
• Encourages students to take responsibility for
their learning
• Adds to the classroom environment.
9. e-Learning
Advantages of e-learning
• Less expensive to produce
• Self-paced
• Progresses up to 50 percent faster than
traditional courses
• Eliminates the problems associated with
different lecturers teaching slightly different
material on the same subject
• Any location and any time
10. e-Learning
Advantages of e-learning
• Updated easily and quickly
• Can lead to increased retention and a stronger
grasp on the subject
• Ability to revisit or replay sections of the
training that might not have been clear the first
time around
• It can be easily managed for large groups of
students
11. e-Learning
Danger of e-learning
Concentrating on the ‘e' and forgetting the all
important ‘learning‘
• Whatever the technology, learning is the vital
element
• Therefore, the students have to undertake
activities which actively engage them and they
require feedback on the activities they
undertake
12. e-Learning
Disadvantages of e-learning
• Unmotivated students or those with poor study
habits may fall behind
• Lack of familiar structure and routine may take
getting used to
• Students may feel isolated or miss social
interaction
13. e-Learning
Disadvantages of e-learning
• Lecturer may not always be available on
demand
• Slow or unreliable Internet connections can be
frustrating
• Traditional hands-on courses can be difficult to
simulate
14. face-to-face, technology-
mediated, synchronous/
asynchronous
What is hybrid learning?
• Converges fit-for-purpose knowledge sources
and communication modes to engage students
actively and independently in their own
learning
lecturer, fellow students,
printed text, Internet, other
media, workplace,
communities
e-Learning
Within an inquiry-based paradigm
15. e-Learning
What is hybrid learning?
• Different modes of delivery
• Promotes a mix of:
• face-to-face teaching and learning
environment
• distributed teaching and learning environment
• different frequencies of interaction
• on campus, in the workplace, at community
sites of learning, at a distance and online
16. e-Learning
What is blended learning?
• Blended learning involves face-to-face on-
campus teaching and learning enhanced by
appropriate educational technologies to
support student engagement inside and outside
the contact sessions in most modules.
17. e-Learning
Blended learning
Web enhanced – content + support
– Some online resources & discussion groups
to supplement classroom-based teaching
Web enabled – ‘wrap-around’ model
– E-learning materials combined with existing
resources to create a ‘blended’ model
– Includes online discussions, e-tivities, group
work
Web dependent – integrated model
– Entirely online learning community
– Collaborative working, peer support, lecturer
as facilitator
18. e-Learning
Pros and Cons of blended learning
• Pro
– Flexibility
– Accesibility
– Best of both worlds
– Can save time
– Self-reliant learning
• Con
– Can lead to a lack of
face-to-face
communication
– The clicking monkey
– Design choices more
difficult
– Self-reliant learning
much needed
Important: design!
19. e-Learning
5minutes
Activity 2
“5 min Getting ready: Green flag shout”
• Think of more words for:
1. eLearning
2. Hybrid Learning
3. Blended Learning
• Raise your Green flag – say number
• Say the word
• Scribe will write it down
20. e-Learning
Functions of clickUP (LMS)
• To distribute study information
• To distribute study material (e.g. text,
PowerPoint video)
• To deliver assignments
• To discuss
• To peer review
• To do a formative test & feedback
= connect all parts!
clickUP (LMS)
21. e-Learning
Alignment
“In aligned teaching, where all components
support each other, students are ‘trapped’
into engaging in the appropriate learning
activities”
(Biggs, 2002)
Integrate all learning tasks fully into teaching
clickUP (LMS)
23. e-Learning
Designing the blend
• Which of the components do you think can be
offline, which can be online?
• Apply this to your course/situation
Later we will link this to description of learning
tasks
clickUP (LMS)
Think about
it
24. e-Learning
clickUP (LMS) - Designing the blend: Components
Offline – face to face Online - interaction
Lectures
Workshops
Coaching
Practice of skills
Working groups
Assessment
Simulations
Consulting of experts
Practice of skills
Asynchronous:
- e-mail
- newsgroups / forum
Synchronous:
- chat
- virtual classroom
- video conferencing
Coaching
Document sharing/wiki
Working groups
Assessment/peer assessment
Offline individual Online individual
Print media
Audio
Video
Simulations
Consulting sources
Video on demand
Computer based training (CBT)
Websites
Search engines
Simulations
Portfolio / reflection
Self-assessment
Think about
it
25. e-Learning
Designing the blend: media choice
Task complexity vs. media richness (Heeren, 1996)
Technology
richness
high
low
highlow
Task complexity
Effectiveness loss
Efficiency loss
clickUP (LMS)
Think about
it
26. e-Learning
Communication: Five Step Model (Salmon, 2003)
Log on & make contact
Form the online community
Exchange information
Engage with the learning
Apply new knowledge
Learner activities
Welcome & encourage
Find common links
Support task
Facilitate discussions
Link to wider context
Lecturer role
clickUP (LMS)
Think about
it
27. e-Learning
Flipping/Scrambling the classroom
Flip:
• A wide variety of teaching styles that largely replace
the lecture
• For material that might have been delivered in
lecture format previously, online instruction is
provided in advance of the class
• This allows for time in class to be used in different
interactive ways – group work, discussion and other
forms of highly engaged participatory learning
become the norm
clickUP (LMS)
28. e-Learning
Flipping/Scrambling the classroom
Scramble:
• With the blended learning approach, the material
delivered in a lecture format, is scrambled/mixed
with online instruction (hybrid)
• Allows for time in class for traditional teaching and
learning, and for interactive teaching and learning
Replacing official contact time with e-tivities
clickUP (LMS)
29. e-Learning
Augmenting teaching and learning
Various tools:
• Mashups: streaming video (YouTube), presentations
(SlideShare) and images (Flickr) in the course
• Built-in wiki: students can collaborate on a web page
inside our LMS. Students share ideas and resources,
present topics to each other, and critique each other’s
work
• Built-in discussion board: create discussion forums for
topic related discussions
clickUP (LMS)
30. e-Learning
Augmenting teaching and learning
Various tools:
• Built-in blog: a medium for reflective learning.
Students display research, analytical, and
communication skills through a series of commentaries
meant for consumption and comment in a course
• Built-in journal: a personal space for private
communication between student and lecturer
Can be used as a self-reflective tool (opinions, ideas,
and concerns about the course)
Can be used to discuss and analyse course related
materials
clickUP (LMS)
31. e-Learning
Augmenting teaching and learning
Various tools:
• Built-in virtual classroom: a medium for reflective
learning.
Teaching and learning at a distance
• Collaborate: built-in video-conferencing and
collaboration tool
Teaching and learning at a distance
• Online assessment tasks and activities
Quick and effective feedback
clickUP (LMS)
32. e-Learning
Re-design of your course for blended
learning: ADDIE
•Analysis
•Design
•Development
•Implementation
•Evaluation
clickUP (LMS)
33. e-Learning
• Analysis
• Decide on: Goals, entry
knowledge, content
• Relate these three to each other
• Generate first idea of tasks
• Design
• Design framework for tasks
• Design general formulation of
tasks
• Decide on task support and
communication
clickUP (LMS)
34. e-Learning
• Development
• Prepare materials
• Use the checklist for
preparation of tasks
• Think of reuse
• Note recommendations on
reading online
• Convert materials
clickUP (LMS)
35. e-Learning
• Implementation
• Place materials in clickUP and/or OER
• Use support and communication tools
• Engage learners
• Evaluation
• Measure if learning outcomes have been
reached
• Measure if the learning process was effective
• Gather data, act upon during course, or
improve for next version
clickUP (LMS)
37. e-Learning
Activity 3
“Cut and Polish”
1. Each Faculty group will receive a “mode of delivery”
2. Draw a mind-map:
• What are the affordances/possibilities/prospects?
• How can it add value in a unique way to
student learning and contribute to success?
• What are the impediments?
3. Paste on flipchart boards
41. e-Learning
Activity 3
“Cut and Polish”
15minutes
1. Each Faculty group will receive a “mode of delivery”
2. Draw a mind-map:
• What are the affordances/possibilities/prospects?
• How can it add value in a unique way to
student learning and contribute to success?
• What are the impediments?
3. Paste on flipchart boards
42. e-Learning
Definition Sloan Consortium, 2005
Courses that integrate online with traditional face‐to‐face
class activities in a planned and pedagogically valuable
manner
The Sloan Consortium (a professional organization
dedicated to postsecondary online learning) defines
blended learning as a course where 30% - 70% of the
instruction is delivered online. While this is a useful
guideline, it may not be sufficient to cover every blended
learning configuration.
45. e-Learning
Diamond Education
• Valuable
• Each unique
o Settings differ
o Polished differently
• Add value
• Each unique
o Disciplines, outcomes,
students & lecturers
philosophy
o ICT feasibility
Diamond metaphor concept
50. Other ICT
value
admin
content
engagement
feedback & support
assessment
Student support
Question and answer
Individual support directly after lecture
Activities
Group work
Group presentations
Question and answer
Debates
Jigsaw-method
Content, context
PowerPoint presentaion
Guest lecturer presentation
Admin
Announcements
Examples of “Face-to-face” mode
clickUP
Grading & Feedback
Written tests
Class Paper
51. Class Other ICTPaper
value
admin
content
engagement
feedback & support
assessment
Grading & Feedback
Written tests
Written assignments
Optical mark readers
Activities
Practical guides
Work sheets
Logs
Content, context
Textbooks
Printed readers
Posters
Admin
Printed study guides
Letters
Examples of “Paper” mode
Student support
Study tips
Handouts
clickUP
52. Class Other ICTPaper
value
admin
content
engagement
feedback & support
assessment Grading &
Feedback
Laboratory
Studio
Ward rounds
Clinics
Exhibitions
Activities
Practical sessions
Excursions off campus
Studio
Ward rounds
Clinics
Content
Context
Exhibitions
Admin
Notice boards
Offices
Examples of “Other” mode
Student support
Tutor support
Lecturer
consultations
clickUP
53. Class Other ICTPaper
value
admin
content
engagement
feedback & support
assessment
Grading &
Feedback
SMS
Synchronous
software
Computer-based
Testing (QuestUP)
Activities
Clickers
Audio programmes
Synchronous software
Computer programmes
Social Networking (Wikis,
blogs etc.)
Content,
context
CD Roms
Videos
Web sites
Podcasts
RSS feeds
Admin
Email
SMS
Examples of “ICT” mode
Student support
WhatsApp groups
Facebook groups
clickUP
56. clickUP Learning Modules
56
Model Case 1 Case 2
Case 3 Case 4 Case 5
Activities
Assessment
Value added by mode
LMSClass
Other
Overall value
A Diamond Metaphor to Promote a Flexible Blended Teaching and Learning Model (M. Lotriet et al)
73. e-Learning
•Tailor own blended learning course
•Add value to course by –
Using contact time more productively
Encouraging students to interact more
Provide support
Exercising communication and collaboration
skills online with professional teams
Solving real life and workplace problems
74. e-Learning
•More flexible schedules than in contact teaching
•Expand and contextualise the subject matter
•Social connectedness
•Increases interaction with content, co-students and
faculty
•Achieve the required visual and technological literacy
required for prospective careers.
Blended learning benefits for students
75. Teaching
components
Media or Mode of delivery
Class Other Paper ICT clickUP
Value added
Admin
Content
Engagement
Formative/Student
Support/Feedback/
Summative
Assessment
Situation analysis:
Your teaching philosophy
Profile of your students
Challenges
Affordances of your teaching situation