This document discusses e-learning environments and e-learning design. It covers relevant learning theories like behaviorism, cognitivism, constructivism, and connectivism. It also discusses several instructional design models used for e-learning like the 4C/ID model, ADDIE model, ASSURE model, and Dick & Carey model. The document then covers e-learning and blended learning design, including considerations like communities of inquiry, MOOCs, virtual classrooms, and flipped classrooms. It emphasizes that effective e-learning design should follow learning theories and instructional design principles.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
This is an updated version of my powerpoint which is more user friendly and interactive kind of Powerpoint. This Powerpoint is about the Concepts of educational technology, its domains, theories and practices, and how technology is involved in an efficient and interactive teaching and learning.
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
This is an updated version of my powerpoint which is more user friendly and interactive kind of Powerpoint. This Powerpoint is about the Concepts of educational technology, its domains, theories and practices, and how technology is involved in an efficient and interactive teaching and learning.
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Data-Driven Education: Using Big Educational Data to Improve Teaching and Learning. Keynote slides for 15th International Conference on Web-Based Learning, ICWL 2016, Rome, Italy, October 26–29.
Developing graduates for an innovative and modern agricultural sectorNieky van Veggel
Presentation delivered at the International scientific-practical conference on development issues of innovative economy in the agricultural sector, Samarkand Institute of Veterinary Medicine, Samarkand, Uzbekistan, 25-26 March
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
6. Web 2.0
• Second generation of the World Wide Web
• Focus on collaborate and share information
online
• Transition from static HTML Web pages to a
more dynamic Web applications
• Open communication
• Open sharing of information, e.g. Blogs, wikis,
and social networks
7. Relevant theories
• Learning theories
• Instructional design models (ID models)
• E-Learning and e-learning design theories
8. Major learning theories
Behaviourism • Learning = change of behaviour
• Stimulus → response
• Learner is passive receiver of knowledge
• Mind = black box
Cognitivism • Focuses on how the brain works
• Metacognition, learning strategies
• Motivation
Constructivism • Knowledge is actively constructed by the learner
• New knowledge is linked to prior knowledge
• Learners discover themselves facts and relationships
Social
Constructivism
• Social interaction plays a fundamental role
• Discussions lead to deeper understanding and increased motivation
Constructionism • Constructing an artifact or something that can be shared leads to better
learning
Connectivism • Learning is a process of connecting nodes or information sources
• Knowledge and learning may reside in non-human appliances
• Try to see connections between fields, ideas, and concepts
• Know-what & Know-how → Know-where
11. 4C/ID Model
• Learning Tasks: Allow the learner to practice using
skills, instead of just learning general information related
to the skills. Learners start with relatively simple learning
tasks, and progress to more complex learning tasks. As
learners gain more expertise on a task, learner support is
decreased. These tasks can be presented as case studies,
projects, problems, etc. (1)
• Supportive Information: Designed to provide and
reinforce what learners already know about a specific
infrequently-performed task, as they are learning
something new about the task.
12. 4C/ID Model
• Part-Task Practice: Allows the learner to
practice learning both the frequent and
infrequently used sub-skills, to the point where
the task becomes more of an automatic
process.
• Procedural/JIT Information: (Just-In-Time)
Designed to provide and reinforce what
learners already know about a frequently
performed specific task.
17. ACTIONS model
Bates (1995)
Tony Bates ACTIONS model
• The ACTIONS Model provides a
framework for selecting e-technology.
• 7 considerations that experts, educators
and designers should use in choosing the
proper technology for delivering distance
education courses.
20. CTML theory
• Cognitive Theory of Multimedia Learning
(Prof. Richard E. Mayer)
• People learn better when multimedia learning
material is designed according to the working
of the human brain and evidence based
principles
• People learn more deeply from words and
pictures than from words alone
22. CTML theory
• Limited capacity assumption
• Humans are limited in the amount of
information that they can process in each
channel at one time.
• Cognitive Load Theory (Sweller & Chandler,
1991)
23. CTML theory
• Active processing assumption
• Learning is an active process whereby selected
information is organised in mental models and
integrated with previous knowledge
24. SOI model
• SOI model of Mayer (2005)
Selection Organisation Integration
25. SOI model
• Learning is an active process of filtering,
selecting, organizing, and integrating
information
26. Other ID models
• Gagné-model
• Merrill’s first principles of instruction
Task or Problem-Centered
Activation
Demonstration
Application
Integration
28. EL & Blended-learning design
• Blended Learning
http://www.youtube.com/watch?v=3xMqJmMcME0
• Most in need; most challenging
• Follow instructional design principles and
learning theories
• Key Question: how to blend?
33. Blended-learning environment
Design BL for Communities of Inquiry
• Teaching Presence
• Social Presence
• Cognitive Presence
• CoI Model
• https://coi.athabascau.ca/coi-model/
36. Effective e-learning
a) Easily accessible.
b) Easy to download
c) Easy to understand (suited to the level of the students)
d) Learning objectives should be clear and with good
planning
e) Sufficient hands-on exercises / assignments
f) Effective design (including content, activities,
media….).
g) Follow learning theories and instructional design
principles
Editor's Notes
The Hannafin Peck Design Model is a three phase model. One such example of it is located here. The first phase is a needs assessment. This phase consists of determining the program’s objectives (Sortrakul & Denphaisarn, 2009). It also requires one to create reasonable goals (Sortrakul & Denphaisarn, 2009). The second phase is the design phase. On this image it is the blue square. This phase centers on creating a way to achieve those goals (Sortrakul & Denphaisarn, 2009). According to Hannafin and Peck, a “user control of the screen design prevents the instructional process from becoming tedious and monotonous” (“Instructional…,” 2011). The final phase is development and implementation (Sortrakul & Denphaisarn, 2009). This is where the program is put into place and a decision must be made as to continue with it or to revise it (Sortrakul & Denphaisarn, 2009). However, this is not the only time for revision. As one can see on this image, evaluation and revision is a constant phenomenon. This is not the only instructional model though. One difference between this model and many other models, like the Dick and Clark model, is that this one requires an evaluation following each phase (Sortrakul & Denphaisarn, 2009). Furthermore, after phase three, there is another chance to revise (Sortrakul & Denphaisarn, 2009). This makes this model easy to use. Therefore, any designer with some knowledge should be able to use the Hannafin Peck Model. Many of the ideas within this model are in line with those of Robert Gagne (“Instructional…,” 2011). Gagne is famous for his theory of conditions of learning. This theory suggests that learning is not universal (“Conditions of…,” 2013). In this theory, there are five ways of learning; these include “verbal information, intellectual skills, cognitive strategies, motor skills and attitudes” (“Conditions of…,” 2013). (2011). Instructional Design Model: Hannafin & Peck. Retrieved from http://prezi.com/dacjmadypqpi/instructional-design-model-hannafin-peck/(2013). Conditions of Learning (Robert Gagne). Retrieved from http://www.instructionaldesign.org/theories/conditions-learning.htmlSortrakul, T., & Denphaisarn, N. (2009).The evolution of instructional system design model. International Journal of the Computer, the Internet and Management, 17. Retrieved from http://www.elearningap.com/eLAP2009/Proceedings/40_Full_Nida%20Denphaisarn_ The%20Evolution_Online.pdf
ASSURE ID model
A Analyze Learners
S State Objectives
S Select Methods, Media & Materials
U Utilize Media & Materials
R Require Learner Participation
E Evaluate & Revise
Approaches to Instructional Design must be approached from different avenues to cover all aspects of the learning experience. These approaches can be viewed by levels of skills of the educational process where the classroom oriented approach is the low level, the product-oriented approach is the middle level and the system-oriented approach in the high level (Hamdani, Gharbaghi, Sumarni 1991). In this review, I will explain and give an example of each instructional design orientation.The Classroom oriented models are focused on how to improve the learning of one topic or a small chunk of content to be learned. This approached is more commonly used in the classrooms by profession teachers at all levels. Since there is limited time throughout a course, semester, or quarter to teacher certain content; there is even less time for professional development of new instructional resources. Teachers often use an existing resource rather than implementing a new resource into their curriculum. Classroom oriented models have been criticized for being mechanistic and not widely accepted by teachers (Gustafson, Branch 2002). One example of a classroom-oriented instructional design model is Heinrich, Molenda, Russell and Smaldino’s ASSURE model developed in 1999. Assure stands for analyze learners, state objectives, select media and materials, utilize media and materials, require learner participation, and evaluate and revise. This model was developed to assist teachers with using technology and instructional media in their classrooms.
The ASSURE model’s first step is to analyze the learner. The audience (or learner) can be analyzed in terms of their general characteristics (grade level, age) and specific competencies (prior knowledge, skills, and attitudes about the topic, and learning styles) (Smaldino, Lowther, Russell, 2012). Understanding the learner must be the first step in introducing new media and technology because you have to be able to relate to the audience, get their attention and use technology that will be transparent and not distracting to the learner. The second step in the ASSURE model is to state objectives. Just like with any well-developed plan, objectives must be defined in order to reach the overall goal. Heinrich and others explain this step as an ABCD process: describe the AUDIENCE, define the student’s BEHAVIOR, explain the CONDITIONS of the learning environment, and define the DEGREE of skills the audience must be able to acquire. The third step in this model is to select the appropriate media and materials. This is the step where a teacher should decide if they are considering developing a new resource or if they are considering modifying an existing resource. Most teachers, due to a lack of time, use existing resources as a starting point. The fourth step in the ASSURE model is utilize media and materials. To complete this step, a teacher needs to be able to set up their classroom so that the media or technology will be viewable by all students. They also need to understand the technological limits of their classrooms and determine if they have the proper equipment to successfully use the media or materials selected. The Fifth step in the ASSURE model is to require learner performance. This step should include an assessment of learner responses and feedback provided to those responses. The last step in the ASSURE model is evaluate and revise. Gustafson and Branch explain how Heinrich and others stated the importance of evaluating the “total picture” to assure both the learner achievement of the objectives and the feasibility of the instructional process itself (2002).References Gustafson, K. L., Branch, R., & ERIC Clearinghouse on Information and Technology, S. Y. (2002). Survey of Instructional Development Models. Fourth Edition. Retrieved from http://files.eric.ed.gov/fulltext/ED477517.pdf.Hamdani, M., Gharbaghi, A., & Sharifuddin, R. T. (2011). Instructional Design Approaches, Types and Trends: a Foundation for Postmodernism Instructional Design. Australian Journal Of Basic & Applied Sciences, 5(8), 1-7. http://proxygsu-arm1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=69700628&site=eds-live&scope=site.Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. 10th ed. Upper Saddle River, NJ: Prentice Hall. Retrieved from http://www.utm.edu/staff/grakes/750/750assuremodel.html.
One example of product-oriented instructional design is Tony Bates ACTIONS model for implementing distance education in higher education. ACTIONS is an acronym for: access, cost, teaching and learning implications, interaction, organizational issues, novelty and speed. His model helps institutions in making a decision as they analyze projects step by step. First they must determine if the product is accessible to the users. Second, they must determine if the product is cost efficient: how much does it costs to purchase, how much does it cost to maintain, how much will it cost students. Third, it must be determined how the content should be taught and if it is appropriate for the technology suggested. Fourth, it must be determined if students and facilitators can interact and it what ways. Fifth, the organizational support of the technology must be determined. If a teacher is using technology but there is support when problems or technical issues arise, then that technology does not meet the needs of the institution, teacher or student. The sixth step in evaluating instructional technology products is determining how new the technology is and whether or not other software or equipment is needed to use the product. The last step in the process is determining the speed of the product: how quickly can it be set up, used and modified. (Johnson, 2009) This process model helps instructional designers evaluate the pros and cons of a product before deciding the implement it in their schools. Bates considers this model a front-end system design with four phases: Course outline development, selection of media, development/production of materials, and course delivery. During each of these stages, the steps of the ACTIONS model should be taken to fully analyze the instructional technology being developed. This podcasts is an interview with Tony Bates and he discusses researching best practices for using distance learnign in higher education: http://youtu.be/5pTHvJmUcKE. ResourcesJohnson, W. (2009). “ACTIONS” Model: Tool for Selecting E-Technology. SlideShare Presentation. Retrieved from http://www.slideshare.net/WendyJj/actions-model-1332301.Gustafson, K. L., Branch, R., & ERIC Clearinghouse on Information and Technology, S. Y. (2002). Survey of Instructional Development Models. Fourth Edition. Retrieved from http://files.eric.ed.gov/fulltext/ED477517.pdf
Learning is an active process of filtering, selecting, organizing, and integrating information- (SOI model of meaningful learning)
First Principles of Instruction, created by M. David Merrill,[1] Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories.[2] First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.[3] These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains.
First Principles of Instruction are described as a set of interrelated principles which, when properly applied in an instructional product or setting, will increase student learning. These principles include the following:[4][5]
Task/Problem-Centered - Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex.
Activation - Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based.
Demonstration - Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. The knowledge that is demonstrated is both informational and skill-based. Demonstration is enhanced when it adheres to research-based principles of e-learning.
Application - Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application.
Integration - Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge.
These principles can be used in a Task or Problem-Centered cycle of instruction beginning with Activation and continuing through Demonstration, Application, and Integration.
Current hybrid models flipped classrooms: this is the predominant hybrid model to date. This in fact may not mean any reduction in class time, but class time is spent differently, perhaps in discussion with either the instructor or more often with teaching assistants, reviewing content from the video lectures, or even in some cases working on problem based learning. Online activities include watching recorded video lectures (increasingly in smaller chunks than a continuous 50 minute lecture), chat or formal discusion forums, and online assessment or quizzes. This model is not without its problems. Students sometimes don’t do the online work before coming to class so are not properly prepared. There is a danger of overloading students if the online activities are merely added to their regular activities such as attending class, doing the necessary reading, etc.‘intense’ residency: this can come in a number of forms: the Royal Roads University model of one semester being spent on campus (usually in the summer) while the remaining semesters are fully online one week or weekend/evening face-to-face sessions for practical hands-on work, such as using labs, while the majority of the course is studied online in a very few cases – but where the trend is heading – classroom time is reduced from say three ‘credit’ hours a week of lectures to one or two hours thus allowing more time both for the students to study online and perhaps equally importantly, more time for the instructors to devote to the online teaching and support lastly, it is essential to mention the work of the National Center for Academic Transformation, which for nearly 15 years, under the leadership of Carol Twigg, has been working with universities and colleges in the USA to redesign large first and second year classes, to make them more cost-effective. This requires a thorough re-design of the teaching, and has shown encouraging results from the more than 120 redesigns so far undertaken. Much can be learned from this earlier work. - See more at: http://www.tonybates.ca/2013/05/08/discussing-design-models-for-hybridblended-learning-and-the-impact-on-the-campus/#sthash.Q7nHzcrH.dpuf
The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence.
Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009)
Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).
Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
flipped classrooms: this is the predominant hybrid model to date. This in fact may not mean any reduction in class time, but class time is spent differently, perhaps in discussion with either the instructor or more often with teaching assistants, reviewing content from the video lectures, or even in some cases working on problem based learning. Online activities include watching recorded video lectures (increasingly in smaller chunks than a continuous 50 minute lecture), chat or formal discusion forums, and online assessment or quizzes. This model is not without its problems. Students sometimes don’t do the online work before coming to class so are not properly prepared. There is a danger of overloading students if the online activities are merely added to their regular activities such as attending class, doing the necessary reading, etc. - See more at: http://www.tonybates.ca/2013/05/08/discussing-design-models-for-hybridblended-learning-and-the-impact-on-the-campus/#sthash.Q7nHzcrH.dpuf