E-Learning Design Session1


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Professional Practice in e-Learning design course Session 1

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E-Learning Design Session1

  1. 1. Professional Practice Program in e-Learning Design Session 1. John Collins Team Leader e-Learning Services
  2. 2. This image illustrates in 3-D the actual domains and connections of the world wide web. Colours have been added to represent .edu, .gov, .com, etc. domains….
  3. 3. Professional Practice in e-Learning Design Three units that make up one core and two electives from the Diploma of VET Practice 21697VIC. 1. Facilitate E-learning 2. Research and design e-learning units 3. Develop and evaluate e-learning resources Delivered via a blended learning strategy 1. Eight face to face session (3 hours each morning & afternoon) 2. One e-Learning design field trip 9am - 4 pm 3. Online components- Research, Design and Collaboration 3
  4. 4. Professional Practice in e-Learning Design Assessment tasks for this course are linked to the performance criteria and require the participant to :- 1. Research and design a MyChisholm site integrating appropriate web technologies for your student / client cohort and learning outcomes 2. Develop this integrated e-learning resource in accordance with the planned design 3. Facilitate learning by presenting your resource to your peers, demonstrating best practice in e-learning facilitation. Details will be provided later in this session 4
  5. 5. The Internet Connects The web facilitates an unparalleled depth of connectedness to people and information 1. Builds skills and knowledge through understanding, experience, reflection, activity and social practice… 2. Fosters creativity, collaboration, and communication. 3. Empowers people, especially in under-served populations, by lowering barriers to essential services. 4. Provides accessibility to people, including people with disabilities, from different cultures, and language and literacy skills that span the range of the Earth's population. 5. We, as Educators have a clear and present responsibility to empower our learners with these connections Based on Villalba and Romiszowski (2001)
  6. 6. A shift in focus in e-Learning A global shift in e-Learning is occurring towards a decentralised, open and more collaborative approach, one that promotes connections and knowledge sharing 1. Simple and powerful web based learning tools widely available and growing at an exponential rate 2. Teachers and Learners, no longer need a high level of technical expertise to build knowledge, interact and share ideas via the web. 3. Technology & pedagogy are not two competing entities. A symbiotic rather than dualistic relationship between the two needs to be supported. 4. An identified need to invest in enabling teachers to continually improve practice and provide access to a wide range of technologies 6 Integrating Technology With Pedagogy
  7. 7. One does not discover new lands without consenting to lose sight of the shore for a very long time. Andre Gide Photo Martin Junius
  8. 8. The Chisholm Institute e-Learning Plan 1. Needed to re-examine the traditions, values and practices that prevail in e- learning at Chisholm Institute 2. An element of the Chisholm Teaching and Learning Strategy 3. Addressing the National Skills Reform Agenda 4. Purpose of the plan -To maximise the effective use of educational technologies in achieving more flexible and competitive training outcomes 5. Creates a new direction for Chisholm Institute in e-Learning 8
  9. 9. Key Observations 1. The Web is a fundamental medium for learning, communication, research and business in the new millennium. Traditional Learning Management systems will inhibit wider connections and restrict leveraging the inherent value 2. The Organisation needs to invest significantly in building digital literacy levels and technological resources such as bandwidth, to empower staff and students. 3. A clear need for the Organisation to be more adaptable 4. A broad culture of knowledge sharing needs to be developed to be competitive in a commercial environment. 9
  10. 10. The e-Learning plan 10
  11. 11. Some Design Considerations Range of issues to consider to design e-Learning resources 1. Pedagogical 2. Technical 3. Social/Cultural 4. Ethical 5. Legal 6. Organisational To date, e-learning has been technology-led, not theory-led Need toTechnological educational theory not override pedagogical ground e-learning in goals should goals Prevent a mismatch between design of learning & epistemological roots Learning should be learner centered 11
  12. 12. Learning Theories and Design Underpin design with an eclectic mix of principles from the different learning theories. ( Learning Theories covered in detail in the Dip. VET Course) 1. Behaviourism 2. Cognitivism 3. Constructivism 4. Social Constructivism Blended approach caters for broad target student audience & different learning styles Finding the balance
  13. 13. Learning Theories - Implications for Design
  14. 14. “The interaction of powerful elements can result in spectacular outcomes” 14
  15. 15. References Julie Gannon, The Futures Academy , Dublin Institute of Technology 8th Annual Irish Educational Technology Conference 23-25 May, 2007 15