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Pedagogical approaches, design implications and prerequisites for e learning

Pedagogical approaches, design implications and prerequisites for e learning



Pedagogical approaches, design implications and prerequisites for e learning

Pedagogical approaches, design implications and prerequisites for e learning



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  • Because if this, e-learning tends to focus on self-study, without peer interaction, for simple knowledge and skills.
  • In content delivery approach it is possible to provide rich media-content!!
  • Where to place motor skills?? Is general model however: e.g. some individual competencies can well be developed individually.
  • Alap = as little as possible
  • National e-learning policy should be medium-long term (3-5 years rolling plan) and include also the role of non-gevernmental players. E-learning programmes are medium-term (1-3 yeaqrs) and should be derived from the long-term policy. Distance teaching/e-learning organizations along the lines of educational levels (secondary, tertiary), professional associations (IT staff, teachers, ….) or economical sectors (education, government, private sector). Teacher training: often the present generation of teachers is ‘lost’ Reliable hardware and software suppliers: e-learning requires stable hardware and software services. Internet services providers: to provide reliable connectivity ICT training and manpower providers: without competent and responsible people, no technology can function

Pedagogical approaches, design implications and prerequisites for e learning Pedagogical approaches, design implications and prerequisites for e learning Presentation Transcript

  •   E-learning business models author: Eric Kluijfhout   This work is licensed under the Creative Commons Developing Nations License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Bethlehem, 18 December 2005  
  • Pedagogical approaches, design implications, and prerequisites for e-learning For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout
  • Where are we? Level Dimension Macro National environment Mezzo Institutional environment Micro Learning environment Pedagogical Technological Organizational
  • Designing distributed (fully web-based) learning
    • Matching learning goals and pedagogical approach in e-learning
    • Design strategy
    • Role teacher/tutor
    • Required e-learning environment
  • Types of learning goals
    • Acquire knowledge
    • Acquire skills
      • Cognitive
      • Motor/physical
      • Social
  • E-learning characteristics influencing pedagogy
    • Different interaction types
      • Usually asynchronous
      • Mostly through written text
    • Impacting:
      • Lack of immediate feed-back
      • No spontaneous group processes
      • More learner initiative/discipline required
      • High demands on course design
  • Basically two e-learning approaches
    • Content delivery model:
      • Self-study
      • Knowledge or cognitive skills goals
      • Self-paced
      • Tutor support
      • Formal tests
    • Interaction model:
      • Group-based activities
      • Often constructivist, complex learning goals
      • Group-pacing
      • Tutor + peer support
      • Group assignments
  • Fit of learning goals and e-learning motor skills?? professional competences?? cognitive skills facts learning social skills suitable/easy unsuitable/difficult Content delivery model Interaction model
  • Course design
    • Content delivery model:
      • Often normal books used
      • Concise course design for complex learning goals (incl. multi-media use)
      • Design self-tests + standard feed-back
      • Design FAQ’s
      • Develop end-of-course test bank
    • Interaction model:
      • Identify initial learning resources
      • Design course framework
      • Design (group) assignment
      • Design multi-perspective assessment procedure
  • Role of teacher/tutor
    • Content delivery model:
      • Answers ad-hoc questions (alap)
      • Rates tests and provides feed-back (alap)
      • Monitors progress
      • Monitors many students (extensive)
    • Cooperation model:
      • Initiates and monitors group process
      • Directs to resources for answers
      • Only intervenes when necessary
      • Rating (also) by peers
      • Monitors few groups (intensive)
  • Required e-learning environment
    • Content delivery model:
      • ‘ Learning design’
      • Multi-media applications
      • (Self)test modules
      • FAQ’s
      • Mail (last resort communication)
      • Monitoring tools for tutor
    • Cooperation model:
      • Web-based cooperation tools
      • Access to wide variety of e-resources
      • Asynchronous communication tools:
        • Mail
        • Discussion groups
      • Synchronous communication tools:
        • Conferencing tools
        • Social awareness tools
  • The overall picture
    • Promoters at national level
    • Promoters at institutional level
    • Promoters at student level
  • Promoters at national level
    • Realistic national e-learning policy
    • E-learning innovation programmes and funds
    • Telecommunications infrastructure
    • Internet services providers
    • Reliable hardware and software suppliers
    • ICT training and manpower providers
    • Distance teaching/e-learning association(s)
    • Pre- and in-service teacher training programmes in e-learning
    • Openness to (technological) innovation
    • Best practices examples
  • Promoters at institutional level
    • Vision and realistic expectations
    • Enthusiastic individuals and role models
    • Management support
    • Flexible organizational structure and practices
    • Budget
    • Institutional innovation record
    • Capable staff in various (new) roles
    • ………………………………… .
  • Student prerequisites
    • Access to computer (content presentation)
    • Internet connectivity (communication)
    • Basic computer skills
    • Openness towards e-learning
    • Self-directedness and study discipline
    • ……………………………