E-Learning and Design Concept By Robert LeriasEDU 652 Instructional Design and Delivery Dr. Alicia Holland-Johnson January 21, 2013
Topic Index – Part One● Define E-Learning● The Varieties of E-Learning● E-Learning Instructional Design● Design Perspective and Influence● Consideration on Personal Influence● Alignment of Goals and Objectives● Examine the Selection of Teaching Sequence
Topic Index – Part Two● Analysis the Selection of Learning Activities● What is the Purpose of Task Analysis?● What Methodology Does a Task Analysis?● Can we use Analysis all the time?● Five Kinds of Analysis.● How do we Perform a Task Analysis?
Defining E-Learning● E-Learning is the computer and network enabled transfer of skills and knowledge.● E-Learning applications and processes include Web-based learning, computer-based learning, Virtual education opportunities and digital collaboration.● E-Learning includes all forms of electronically supported learning and teaching, including educational technology (Horton, 2012).
The Varieties of E-Learning● Purely Online – No face-to-face meetings● Blended Learning – Combination of online and face-to-face.● Self-Study with subject matter expert● Video/Audio Tape● Computer Based● Instructor-led group
E-Learning Instructional Design● Building skills in developing and delivering online learning are integral to addressing the task of training online.● Critical that training professionals remain up-to- date with changes to how training is produced and delivered.● Learn topics on methodology, skills, and techniques necessary for aligning e-learning strategies with business strategies.
Design Perspectives and Influences● The influence of the e-learning design can be assessed from number of perspectives, including the way that it will affect the learner, the ramifications that it will have for the learner community into which it will be implemented, and the environmental influence of tis development and use.
Considerations on Personal Influence● Personal influence of e-learning design might consider the extent of learning that is likely to take place compared to the effort required to produce the resource.● They might also consider the potential effect of the content and its presentation on a persons self-esteem and other psychological states (Raskin, 2000).
Alignment of Goals and Objectives● Teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning context.● Teacher uses on-going analysis of student learning to make instructional decisions.● Teacher uses assessment data to profile student learning and communicate information about student progress and achievement
Examine the selection of Teaching Sequences● Claims have been made in the science education research that one teaching sequence typically results in better student learning than another.● Teaching sequence describes the sequence of activities presented by teachers and students.● The sequence tend to be designed on the basis of a detailed analysis of the scientific content to be taught, and research on students pre- instructional knowledge.
Analyze the selection of Learning Activities● What is the Purpose of Task Analysis?● What Methodology Does Task Analysis Support?● Can we use it all the time?● How do we Perform a Task Analysis?
What is the Purpose of Task Analysis?● Determine the instructional goals and objectives.● Define and describe in detail the task and sub- tasks that the student will perform;● Specify the knowledge type that characterize a job or task.● Select learning outcomes that are appropriate for instructional development.
What Methodology Does a Task Analysis Support?● The Process of task analysis emerged from the behaviorist era in an effort to describe the elemental behaviors involved in performing a task or job.● Different methods of task analysis have indeed followed the paradigm shifts to cognitive psychology and onto constructivism● (Jonassen, 1999).
Can we use the analysis all the time?● The answer is NO.● Too often instructional designers try to force-fit all learning situations into one or two methods with which they are most familiar.● Different audiences require different instructional strategies, different contexts demand task analysis methods.● Five kinds of task analysis (Jonassen, 1999).
Five Kinds of Analysis● Job or Performance analysis● Learning analysis● Cognitive task analysis● Content or Subject matter analysis● Activity analysis● (Jonassen, 1999).
How do we Perform a Task Analysis?● Classifying tasks, according to learning outcomes.● Inventory tasks – identifying tasks or generating a list of tasks.● Selecting task – prioritizing tasks and choosing those that are more feasible and appropriate if there is an abundance of tasks to train (Jonassen, 1999).
References● Horton, W. (2012). Designing e-learning: Planning the Developing of online learning (pp. nd 1-66). 2 ed. San Francisco, CA Wiley● Jonassen, D.H., (1999). Designing Constructivist Learning Environments● Raskin, J. (2000). The Human Interface. Computer Science.