Design and Facilitation of E-Learning Courses - Course

1. E- LEARNING
GOKUL K S
DEPARTMENT OF COMPUTER SCIENCE
CENTRAL UNIVERSITY OF TAMILNADU

2. BLOOMS TAXONOMY
In the 1950’s, Benjamin Bloom recognized that there is more than one type of learning,
and that different skills are required at different levels of learning.
Bloom identified three domains of educational activities: cognitive, affective, and
psychomotor.

3. BLOOMS TAXONOMY CONT…
The cognitive domain is the one most used and refers to knowledge or mental
skills.
The affective domain refers to attitude or the perception of values.
The psychomotor domain was never completed by Bloom and is related to the
development of manual or physical skills.

4. BLOOMS TAXONOMY CONT…
Bloom’s taxonomy is a system for classifying objectives, processes, principles,
questions, assignments and facts in a hierarchy from simple to complex, and
from concrete to abstract.
It is a means of moving students along a continuum of cognitive (thinking)
abilities from lower order thinking skills to higher order thinking skills.

5. BLOOMS TAXONOMY CONT…
The original levels of Bloom’s Taxonomy are:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

6. BLOOMS TAXONOMY CONT…
In the 1990’s a group lead by Loren Anderson, one of Bloom’s students, began
revising the chart and published the Revised Bloom’s Taxonomy in 2001.
The new, revised levels of Bloom’s Taxonomy are:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

7. BLOOMS TAXONOMY CONT…
Remembering:
 What you remember… usually simple, short answers..
 Examples:
-When is your next test?
-Definitions.
-What is your reading assignment for next week?

8. BLOOMS TAXONOMY CONT…
Understanding:
 Moving towards in-depth understanding… and being able to construct meaning.
 Expand on simple memorization to create a bigger “picture”.
 Examples:
- Name three ways in which Abraham Lincoln is considered a successful president..
- -How does the central nervous system coordinate movement?

9. BLOOMS TAXONOMY CONT…
Applying:
 Put your knowledge to use… implement your understanding.
 Examples:
- How might Oliver Stone have directed the film E.T.?
- How can you apply knowledge to a situation or problem?
- Math applied to construction and business…
- Making Powerpoint presentation for class.

10. BLOOMS TAXONOMY CONT…
Analyzing:
 Think critically about what you know.
 Analysis requires you to...
- Examine what you know. Do you really know?
- Determine how do concepts relate to one another? An overall structure.
 Examples:
- What roles has technology played in recent horror films?
- How would you classify Jason’s personality? Why?

11. BLOOMS TAXONOMY CONT…
Evaluating:
 Brining all the pieces together.
 What judgments or assumptions can be made after you’ve critiqued the information?
 Examples:
- What types of story lines are popular with the horror film audience?
- How might Spielberg’s films be different if he’d been born 20 years earlier?

12. BLOOMS TAXONOMY CONT…
Creating:
 Examples:
- Prepare an audio/visual presentation illustrating the development of special effects
techniques over the past 30 years.
- Create a website that rates horror films.
- What will your ratings be based on?

13. BLOOMS TAXONOMY CONT…
Two Memories:
 Memory plays a huge role in the process of learning.
 Short-Term Memory
- Very Fragile—retains 7”chunks” of info for about 30 seconds.
 Long-Term Memory
- Ensures without much practice.
- Built through association (the more you know the easier it is to learn).

14. GAGNE’S NINE EVENTS OF INSTRUCTION
Robert Gagne proposed a series of events which follow a systematic instructional
design process that share the behaviourist approach to learning, which a focus on the
outcomes or behaviors of instruction or training.
 Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a
stimulus to gain their attention.

15. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
Methods for gaining learners’ attention include:
- Stimulate students with novelty, uncertainty and surprise.
- Have students pose questions to be answered by other students.
 Inform students of the objectives
Inform students of the objectives or outcomes to help them understand what they are to
learn during the course.

16. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
Methods for stating the outcomes include:
- Describe required performance.
- Describe criteria for standard performance.
 Stimulate recall of prior learning:
Help students make sense of new information by relating it to something they already
know or something they have already experienced.
Methods for stimulating recall include:
- Ask questions about previous experiences.
- Ask students about their understanding of previous concepts.

17. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
 Present the content:
Use strategies to present and cue lesson content to provide more effective, efficient
instruction. Organize and chunk content in a meaningful way. Provide explanations
after demonstrations.
Ways to present and cue lesson content include:
- Present vocabulary
- Provide examples
- Present multiple versions of the same content.

18. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
 Provide learning guidance:
Advise students of strategies to aid them in learning content and of resources available.
Methods to provide learning guidance include:
- Provide instructional support as needed – as scaffolds (cues, hints, prompts) which
can be removed after the student learns the task or content.
- Use examples and non-examples – in addition to providing examples, use non-
examples to help students see what not to do or the opposite of examples.

19. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
 Elicit performance (practice)”
Activate student processing to help them internalize new skills and knowledge and to
confirm correct understanding of these concepts.
Ways to activate learner processing include:
- Elicit student activities – ask deep-learning questions, make reference to what
students already know or have students collaborate with their peers.
- Elicit recall strategies – ask students to recite, revisit, or reiterate information they
have learned.
- Help students integrate new knowledge – Provide content in a context-rich way (use
real-world examples)

20. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
 Provide feedback:
Provide immediate feedback of students’ performance to assess and facilitate learning.
Types of feedback include:
- Confirmatory feedback – Informs the student they did what he or she were supposed
to do.
- - Corrective and remedial feedback – informs the student the accuracy of their
performance or response.
- Remedial feedback – Directs students in the right direction to find the correct answer
but does not provide the correct answer.

21. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
 Assess performance:
In order to evaluate the effectiveness of the instructional events, you must test to see if
the expected learning outcomes have been achieved. Performance should be based on
previously stated objectives.
Methods for testing learning include:
- Use a pre-test for endpoint knowledge or skills.
- Conduct a post-test to check for mastery of content or skills.

22. GAGNE’S NINE EVENTS OF INSTRUCTION CONT…
 Enhance retention and transfer to the job:
To help learners develop expertise, they must internalize new knowledge.
Methods for helping learners internalize new knowledge include:
- Paraphrase content
- Use metaphors
- Generating examples

23. LEARNING STYLES
 There are many different learning styles, and different styles are suited to different
people and/or situations (Carter, et al., 1999).
 Knowing and understanding our learning style helps us to learn more effectively.

24. LEARNING STYLES
What is learning styles?
 Learning styles is a group of characteristic, attitude and behaviours that define our
way of learning.
Six types of Learning styles:
1. Visual
2. Auditory
3. Kinesthetic
4. Tactile
5. Individual/Solitary
6. Group/Social

25. LEARNING STYLES CONT…
 Visual :
- Visual learners are those that learn best through seeing them.
- The individual process information in pictures rather than words.
Strategies for Visual Learners:
 Write things down.
 Look at the person who is talking to you. This will help you to stay focused.
 Study independently, rather than groups.
 Make mind maps, charts, diagram or graphs.

26. LEARNING STYLES CONT…
 Auditory:
- Auditory learners enjoy talking and listening.
- They remember what they hear more clearly than what they see or feel.
- These learners interpret the essential meaning of speech by listening to tone of voice,
pitch, and speed.

27. LEARNING STYLES CONT…
 Strategies for Auditory Learners:
- Study with a friend or parent to talk about information.
- Read books, articles, notes, and directions out loud it.
- Do oral reports or turn in tape whenever possible.

28. LEARNING STYLES CONT…
 Kinaesthetic:
- Kinaesthetic learners use the whole body while learning, and usually have a high
level of gross motor-skill controls.
- Kinaesthetic learners also struggle with teaching styles that involve only auditory and
visual lessons.

29. LEARNING STYLES CONT…
 Strategies for Kinaesthetic Learners:
- Study important information by placing facts on index cards and reading the
information aloud while pacing or walking around.
- Try studying while lying on a bed or the floor, or listening to music.
- Use brightly coloured paper under worksheets or study materials to help you focus.

30. LEARNING STYLES CONT…
 Tactile:
- Tactile learners best learn through the sense of touch.
- These learners love to use their hands to learn new information.
- The tactile learner will learn best when using their hands.

31. LEARNING STYLES CONT…
 Strategies for Tactile Learners:
- Learn by using their small motor skills.
- Handle and experiment with concrete learning materials.
- Produce their own instructional resources.

32. LEARNING STYLES CONT…
 Individual/Solitary:
- Individual/solitary learners prefer to work alone and use self-study.
- Solitary learners are more private, introspective and independent.

33. LEARNING STYLES CONT…
 Group/Social:
- Group/Social learners prefer to learn in groups or with other people.
- A social learners typically prefer learning in groups or classes, or they like to spend
much one-on-one time with a teacher or an instructor.