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E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
E learning and design concepts
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E learning and design concepts

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basics of elearning and design concepts.

basics of elearning and design concepts.

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  • 1. e-Learning and Design Concepts <br />Melonie Wallace <br />March 6, 2011<br />Instructional Design and Delivery – EDUC 652<br />Dr. Patricia Davis <br />
  • 2. The Varieties of e-Learning<br />Standalone Courses<br />Virtual Classroom Courses<br />Learning Games and Simulations<br />Embedded e-Learning<br />Blending Learning<br />Mobile Learning<br />Knowledge Management<br />
  • 3. The Varieties of e-Learning<br />1. Standalone courses- Courses taken by a solo learner. Self paced without interactions with an instructor or classmates.<br />2. Virtual Classroom courses- Online class structured much like a classroom course. May or may not include synchronous online meetings.<br />3. Learning games and simulations- Learning by performing simulated activities that require exploration and lead to discoveries.  <br />4. Embedded e-learning- E-Learning included in another system, such as a computer program, and diagnostic procedure or online Help.<br /> <br />
  • 4. The Varieties of e-Learning<br />5. Blended Learning- Use of various forms of learning to accomplish a single goal. This type of learning may mix classroom and e-learning or various forms of e-learning. <br />6. Mobile learning- Learning from the world while moving about in the world. This is aided by mobile devices such as PDAs and smart phones. <br />7. Knowledge management- Includes the broad uses of e-learning, online documents, and conventional media to educate entire populations and organizations rather than just individuals. <br />
  • 5. Instructional Design<br />Instructional Design- translates the high-level project goals to choices for technology of course. It directs the development of content and the selection of media it orchestrates budget, schedule, and other aspects of project development.<br />
  • 6. What is e-Learning?<br />e-learning design -is the decision and it governs what we do. E-learning design affects the outcome.<br />
  • 7. Design Perspectives and Influences<br />Instructional Design<br />Software Engineering<br />Media Design<br />Economics<br />
  • 8. Design Perspectives and Influences<br />1. Instructional Design- Contributes theories about how human beings learn, strategies for applying these theories, and methodologies to carry out strategies. <br />2. Software Engineering- Helps us build reliable computer programs. It runs on the computer, just as a spreadsheet or word processor. Software engineering contributes the concepts of object design, usability design and rapid prototyping.<br />
  • 9. Design Perspectives and Influences<br />3. Media Design- involves selecting the appropriate mixture of text, graphics, voice, music, sound effects, animation, and video. We must use sequence these various media and synchronize complementary media.<br />4. Economics- e-learning costs money and it may generate revenue. It takes time, people and resources to create, offer, and maintain. It must be delivered under a budget and on schedule.<br /> <br />
  • 10. Alignment of Learning Goals <br />It is very important to know what it is you are trying to accomplish.<br />Questions to consider:<br />1. What matters to the organization?<br />2. How will e-learning design contribute to the goal?<br />
  • 11. Types of Goals<br />Financial- deals with the overall financial success.<br />Intellectual Capital- deals with the knowledge that the organization controls<br />Customers- deals with the consumers of products and or services<br />Operations- deals with the efficiency and speed with which the organization performs its mission<br />Reputation- public image of an organization.<br />
  • 12. Learning Objectives<br />The objectives state the intent, identifies the target learner and identifies the starting requirements.<br />Prerequisites, learning activities, and design tests are identified from the objectives.<br />
  • 13. Types of Learning Objectives<br />Types of Objectives:<br />Doz+x=y Do x to accomplish y<br />Decidez+x=? The learner will decide y<br />Create decide or build an x that does y<br />
  • 14. Inquiry<br />It is important when selecting objective to consider prerequisites for each objective.<br />The decision of how to handle prerequisitesis often a challenge.<br />One way to handle prerequisites is to have access to information by allowing students to look up the information on their own, the key is accessibility.<br />
  • 15. Selection of Teaching Sequences<br />Bottom Up: In this sequence we teach prerequisite objective before objectives that require prerequisites. This sequence is so common in school learning that we often use for students whose model of learning is based on traditional schooling.<br />Top Down: Learners are taught as if they have all the prerequisites.<br />This sequence is used for efficiency of learning. Learners encounter the content that they need. It is also good for experts.<br />Sideways: Learners traverse the subject freely, discovering and satisfying prerequisites as encountered. This sequence is less predictable and can be used for discovery to add excitement to the process. It resembles many work environments today and can help learners cope with a complex and dynamic situation.<br />
  • 16. References<br />elearning.wikipedia.Retrieved March 4, 2011, from http://en.wikipedia.org/wiki/E-learning<br />Horton, W. (2006). E-learning by design. San Francisco, CA: Wiley<br />Kordaki, M. Challenging multiple perspectives within e-learning contexts: a scenario-based approach for the design of learning activities. formatex.org. Retrieved March 4, 2011, from http://www.formatex.org/micte2009/book/191-195.pdf<br />

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