The document provides strategies for instructional designers to create e-learning courses that stay relevant to students' needs. It discusses using asynchronous tools to allow students to engage with course material at any time. Synchronous web tools like VoIP, chats, web conferences and virtual worlds are recommended to enhance engagement. Collaborative learning strategies can help students develop skills through peer interaction and multiple perspectives. The document also covers factors that influence learning like cognitive load, styles, and the environment. It recommends considering these factors when designing content and interactions to maximize comprehension.

1. Staying Relevant
Team A Presentation
Deepika Prarlat,
Ervin Bion,
Karen Calvillo, Deepika Pralat, Ervin Brion
Yolanda Lopez
AET/541
May 24, 2014
Dr. Gale Cossette

2. Task Description
•Team A will present strategies and components that help e-learning
instructional designers offer courses that stay relevant and current with
students needs.
•The team will review and reference topics covered in the reading assignment
of the AET/ 541 course.
•Additionally, the team will create a rubric that will help the instructor evaluate
the success of the presentation.

3. Strategies
Here are the strategies and components that help e-learning instructional
designers offer courses that stay relevant and current with students needs.
Week 1: Factors Influencing Learning
Week 2: Asynchronous (Anytime)
Week 3: Web Tools
Week 4: Collaborative Learning Strategies
Week 5: Learning Objectives
Week 6: Interactions for Self-Encouragement

4. Factors Influencing Learning
Introduction
Sarah is the facilitator for an online course on Business Administration. Her
students add a lot of diversity to the classroom by the sheer fact that they have
varying experience from different industries. Sarah is excited at the prospect of
engaging in collaborative learning in her classroom. She reviews the course
material and feels that many of the assignments could prove to be laborious and
draining for the students. Sarah is anxious about the effectiveness of the course.
Many instructor and facilitators, just like Sarah, have experienced anxiety over
the course content and learning components of their courses. They have all
wondered about the factors that influence learning and the success of students
in attaining their learning outcomes.

5. Factors Influencing Learning
Factors that Influence learning include:
•emotional factors
•environmental factors
•cognitive load
•cognitive learning styles
Emotional Factors
Positive emotions help focus on the learning goal, processing incoming
information in working memory or short-term memory, and eventually storing
information in long-term memory.
Negative emotions interfere with the learning goal by distracting students’
attention away from learning to managing the emotion they feel.
Instructors need to be cognizant of the emotional state their students are in. It is
important to address fears and anxiety the students experience to help them
engage in learning activities. Distress interferes with students’ cognitive abilities
by lowering working memory, processing speed, and comprehension ability.

6. Factors Influencing Learning
Environmental Factors
Students are constantly surrounded by distractions around them as they learn.
Noise, technology, temperature, communication, families, and other significant
relationships can distract students as they engage in pursuing learning goals. If
students are distracted as they learn, it hampers their ability to move information
from short-term to long-term memory.
Instructors can guide their students on effective learning strategies that help
them reduce distractions within the environment.
Specific recommendations include:
•Creating a dedicated space for learning.
•Learning at times when there are minimum interruptions.
•Ensuring there are no additional distractions such as TV, media, and noise.

7. Factors Influencing Learning
Cognitive Load
Students in an online learning environment need to focus on many different
components of the learning environment such as technology, course components,
policies and procedures, expectations, and content. All this information processing
should not interfere with the goal of learning. Students can face a barrier to
learning if they experience cognitive load.
Cognitive load is the load on working memory during learning. If too much new
information is presented to students at one time, an immediate response can be
anxiety, which impacts attention and information processing.
According to Sweller and Chandler (1994), there are two sources of cognitive load
that have implications for instruction—intrinsic cognitive load and extraneous
cognitive load.

8. .
Factors Influencing Learning
Cognitive Load
Intrinsic cognitive load relates to the complexity of the learning content, as well
as the schemata that students have constructed, and cannot be controlled by
design. Extraneous cognitive load is imposed by the design and the organization
of the learning materials and has a negative impact on learning.
Recommendations for minimizing cognitive load:
•Avoid splitting attention of students by making them focus on multiple sources of
information.
•Eliminate redundant material to avoid duplicating learning effort by students.
•Break up information into several chunks of five to seven units.
•Avoid using multi-level links within sub-topics for navigational ease.
•Limit resources to those that are necessary to complete or prepare for learning
activities.
•Specifically label supplemental resources as supplemental to avoid confusion.
•Provide students the option to print online materials for reference and review.

9. Factors Influencing Learning
Cognitive Learning Styles
Cognitive style refers to ‘‘an individual’s characteristic and consistent
approach to organizing and processing information’’ (Tennant, 1997, p. 80).
The two dominant approaches of cognitive styles are the Field
Dependence/Independence dimension by Witkin (1950) and the Kolb
Learning Style Inventory by Kolb (1976).
Field Dependence/Independence Dimension
Witkin (1950) examined how individual differences and context affect a
person’s ability to make simple perceptual judgments. Witkin found that some
individuals’ perceptions are influenced by context, whereas context has little
or no influence for others. (Tennant, 1997).

10.
Factors Influencing Learning
Field Dependence/Independence Dimension
•Field independent learners are more analytical because of their ability to
separate the parts from the whole, whereas field dependent learners perceive
things more globally.
•Field independent learners perform better on cognitive tasks and are able to
structure unorganized or ambiguous materials, which is more difficult for field
dependent learners.
•Field independent learners can more easily define their learning goals because
they are independent thinkers, whereas field dependent learners need to have
their goals defined.
•Field independent learners are more self-motivated, whereas field dependent
learners need more external reinforcements to keep them motivated.

11. Factors Influencing Learning
Kolb Learning Style Inventory
It measures cognitive style preferences on two bipolar dimensions: active
experimentation versus reflective observation and concrete versus abstract. The
Kolb Learning Style Inventory identifies a learner’s preferred learning style as
diverger, converger, assimilator, or accommodator.
•Divergers are characterized as open-minded and they look at a learning situation
from many different perspectives. They often have difficulty making a decision and
may prefer to observe rather than participate.
•Convergers combine this preference with a need for active experimentation.
They prefer to learn through problem solving, deductive decision making, and the
direct application of ideas and theories.

12. Factors Influencing Learning
Kolb Learning Style Inventory
•Assimilators prefer to combine abstract conceptualization with reflective
observation. They are good at taking in a wide range of information and
reducing it to a more logical form.
•Accomodators have a preference for active experimentation and have
the ability to carry out plans and get things done. They like hands-on or
trial-and-error methods of learning.
An in-depth understanding of the learning style preferences will help you
utilize a variety of instructional strategies to engage your students in
learning activities and fulfill their specific needs for effective learning.

13. Asynchronous
Using Asynchronous permit instructor and students-to-students ways to
communicate at any given time. Globally these tools entails affordability to get
and post messages. Asynchronous allows for all students to contribute to
ideas of an assignment, the students only have to log in to their elearning site
to experience all that there is to offer, and obtain all sorts of feedbacks and
information.
Using Asynchronous tools promotes the elearner to stay on task, for example
these tools;
•Electronic learning resources (presentations, tutorials, videos, web links, etc.)
•Electronic mailing
•Discussion boards and Google groups
•Social networking sites (facebook, twitter, …)
Wikis, blogs, etc.

14. Ideally, an e-course would include applications that enhance learning and
engage students. Web 2.0 communication tools are versatile and can be
used to create a fun environment in which to explore and experience
course content in diverse, non-traditional e-learning methods. The next
slides will describe the following synchronous web 2.0 tools.
VoIP
Instant message/chats
Web Conference
Virtual Worlds
Synchronous Web 2.0 in the ClassroomSynchronous Web 2.0 in the Classroom

15. VoIPVoIP
Voice over Internet Protocol
Host speakers via video conference
Class participation – comments, FAQs
One-on-One instruction or interaction
Applications
Skype
Google talk
Tiny chat
Staying Relevant
Incorporating VoIP lessons enriches the learning experience as students
have the opportunity to engage in interactive

16. Instant Message/ChatInstant Message/Chat
Real-time environment for students to collaborate
can be an informal platform where students can socialize virtually
facilitate discussions or one-on-one instruction sessions
Applications
AOL
Yahoo
Google Talk
Staying Relevant
Many students now stay connected in real-time in and out of class with instant
messaging applications. Creating a classroom chat can provide students an
additional resource to seek assistance or maintain plugged in to team
collaborations.

17. Real-time application that facilitates group learning
enables students to interact
includes audio and video components
can be used one-to-one or with the whole class
provides a sense of community
Applications
Elluminate
Aobe connect
Dim Dim
Vyew
Staying Relevant
Instructors can deliver presentations and schedule web conferences
throughout the course to provide a variety of instructional strategies.

18. Virtual WorldsVirtual Worlds
Are simulated real-world environments created by students designed to
interact with others through the use of avatars challenge and motivate
students to explore creative tools
Applications
Quest Atlantis
Fantage
Reaction Grid
Second Life

19. Collaborative Learning StrategiesCollaborative Learning Strategies
Build higher-order thinking, critical thinking, and problem solving skills by
allowing learners to share multiple perspectives and challenge one another.
Enhances learning outcomes, eliminating the possibility for student isolation
which may kill any chance for collaboration.
Enables students to share new ideas and form groups to support one
another, constructing stronger bonds amongst students which can aid in the
e-learning process. Building interpersonal relationships between students
fortifies trust in the online classroom as students will learn to support and
believe in one another despite the distance they share.
Where it is often difficult to form bonds in the virtual classroom, both student
as well as facilitator must work in order to make their presence felt. That is
to say, as you create presence in the e-learning classroom you create
opportunities for interaction among students, stimulating conversation-
allowing learners to learn from one another.

20. Strategies
For an e-class to be creative there are certain strategies , a strategic way
would be to insure the elearner will not feel as if they are on their own. A way
to do this is by establishing reading materials that will help the elearner.
Suggesting several outside sources, have discussions on the discoveries that
each has found. Another way is to establish a team system, to promote
positive collaboration with each team member, this brings a sense that he or
she is part of a learning cooperating group. by facilitated and promoting
creativity within the e-class, by doing this, it promotes an internal satisfaction
for the elearner (Stavredes, 2011,pg.61)
•Introducing a unit read and discussed
•Promote outside learning activities
•Different strategies to help the elearners stay relevant to the assignments
•Posting some outside readings, the challenge is to find out what the elearner
has obtained the proper information from the readings.

21. Blooms Taxonomy Theories
Students can also work together in order to get more ideasideas from each other;
they can also help each other develop a better way of thinking and processing
information.
Utilize Bloom's
Bloom's Taxonomy can prove helpful when students are required to move
through a learning process utilizing an organized framework and get to the
same level of understanding (Forehand, 2005).
Bloom's Taxonomy provides steps from low to high level of thinking and it
encourages a group of students to work together and reach the same level of
thinking. It is there as a stepping stone for cognitive development; students
get to develop their cognitive skills and move from bottom to top of the
hierarchy by developing their understanding of the subject.

22. • Elearners will acquire a concept of which signs to look for when
reading from an outside source given by the instructor.
• Guide the eLearners to further develop the concept at hand when
giving constructive feedback.
• When reading students work to be informed if they have weaknesses
and need further assistance.
• Have students fill out one type of survey with a link that explains it all.
Students’ Level of Comprehension

23. When elearners are entering an unknown virtual world, it is important for the
facilitator to create different forms of surveys, to help promote an e-classroom, and
know the students, and the student get to know other students.
After the first week where the introductions are met, and surveys have been
completed, and reviewed, the facilitator will make the proper recommendations for
students to get the full benefit of the class.
The facilitator therefore will have a better outlook on where the students level of
comprehension is at; "Understand the different stages of self-direction (Grow,
1996) When eLearners enter a virtual classroom it’s difficult to find out exactly
who the facilitator/instructor will be conducting the program, or for that matter, who
the rest of the e-class learners will collaborate, or what is expectation on the kind
of web tools they will be using

24. Recommendations
A recommendations is for the facilitator to plan on different ways to introduce
the elearners to each other, this will promote different ways to have elearners
obtain their full potential in the program, or for some students who have not
explore the web tools it will further there capacity to be creative and self-
motivated
Elearners will acquire a concept of which signs to look for when reading from an
outside source given by the Instructor
Guide the eLearner to further develop the concept at hand when giving
constructive feedback
When reading students work to be informed if they have weakness and need
further assistance.
Have students fill out one type of survey with a link that explains it all.

25. Content and Organization
80%
Percent
Earned
Comments:
Staying Relevant
Create a presentation that outlines strategies and components that
help e-learning instructional designers offer courses that stay
relevant and current with students needs.
Cite information gleaned from the research and academic
resources to support the suggested components.
List recommendations or instructions that an e-learning
instructional designer can use to create courses that stay relevant
and current.
Percentage Earned
Mechanics Component
20%
Percent
Earned
Comments
Text is clear and concise
Transition well between topics and subtopics.
Includes APA (title page, in text citations, and reference page)
Rules of grammar, word usage, punctuation, and spelling have
been followed
Percentage Earned
Total 100% Percent
Earned
Comments
Points Possible Percent
Earned x
10 Points
Possible
Points earned:
Rubric for Evaluating Success of PresentationRubric for Evaluating Success of Presentation

26. References
AET/541. (2014). University of Phoenix (n.d) College of Education podcast.
Retrieved from http://www.university of pheoenix.edu/eLearning website
Fabry, Dee L.. "Designing Learning Experiences for Comparability Across
Delivery Methods", Journal of Research in Innovative Teaching/19471017,
20090301
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice.
Thousand Oaks, CA: Sage.
Stavredes, T. (2011). Effective online teaching: foundations and strategies for student
success. San Francisco, CA: Jossey-Bass.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and
instruction, 12, 185–233.
Tennant, M. (1997). Psychology of adult learning. London and New York. Routledge.