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E learning Powerpoint
- 1. E-Learning & DesignAliciaJuarez-ParkerAshford University EDU652 Instructional Design & DeliveryDr. Lisa ReasonAugust 8, 2011
- 2. What is e-learning?Useof Information with Computer technologies to create learning experiences = E-Learning
- 3. 7flavors of e-learning!!Whichcourse is for you???StandaloneVirtual-ClassroomLearning Games & SimulationsEmbedded E-LearningBlended LearningMobile LearningKnowledge Management
- 4. Instructional design Stop! Time to make Important DecisionsDo NOT Press Unless you’re Ready!!
- 5. What is e-learningdesign?Design is decisionDevelopment is doing
- 6. Multiple PerspectivesInstructional
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- 9. EconomicsLearning Goals andObjectives Identify your goalSet learning ObjectivesIdentify PrerequisitesSequenceCreate ObjectsCreate testsSelect Learning Activities
- 10. 3choices for teachingsequences: Bottom-UpTop-DownSideways
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- 12. Then lead intothe objectivesYou don’t want your learners to get lost…Do You?
- 13. Top-DownStartat the TOPobjective
- 14. Allow learners toobtain pre-rec’s as they learnLearners get to discover the subject content and learn pre-rec’s as they find them.Sideways
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Editor's Notes
- #2 “E-Learning & Design” presented by Alicia Juarez-Parker
- #3 Horton (2006) suggests that E-learning is the use of any information combined with technology to create a learning experience. This very PowerPoint would be a part of e-learning due to its content and technical requirements. E-Learning surrounds us, often even unknowingly
- #4 First course flavor: AScoop & You. Would you prefer a standalone course? This course involves a learner in an asynchronous learning environment. They are usually self-paced, non-interactive courses that are generally in a modular format. (Horton, 2006)Second course flavor: Virtual Berry Bliss. The virtual-classroom is structure as much like a classroom as possible. On-line meetings, group discussions and collaborate decision making occur in a virtual-classroom course.Third course flavor:Mouse Tracks. Discover moose tracks as you live in a cyber-woods environment for 6-weeks.This type of e-learning course uses learning games & simulations to enhance learning. Next course flavor: Rocky Embedded-Cyber Road. Embedded E-Learning is segments of information that can be learned from “help” features, assistive drop-downs, and inserted tutorials. Many assistive technologies include embedded learning to help individuals using standalone courses.The fifth course flavor: Neapolitan-blend. This course is a blended learning course that incorporates several e-styles to reach one specific learning goal. The sixth available eLearning course flavor: Lick-as-u-Go. This type of mobile learning course is accessible via iPad and smart phones. But remember, no licking while driving.The last and final flavor of course: Everything-and-the-kitchen-sink. This Knowledge Management course can fulfill numerous e-learning goals using several on-line assistive and document styles. This course can feed entire populations and satisfy even the finickiest learner.Enjoy!
- #5 Instructional design will set the standard for your project goals and methodology. Before moving forward you will need four skills: Instructional design, media design, software engineering, and economics. (See next slide for further explanation)
- #6 E-learning design is a combination of decisions and doing. How will you design your learning program? How are you going to carry out the project? Answering both of these questions assist in the e-learning design.
- #7 Horton (2006) emphasizes the need to incorporate these multiple perspectives to ensure your learning event or company is not a wasting time or money. Combining theories of human learning, building quality programs, using digital media in a thoughtful way, and making sure your getting the best value for your buck.
- #8 First, identify your goal as what you plan to do for your employer or those who are investing in the project.Then, set learning objectives. Learning objectives are the most important part of creating e-learning because they determine what the course will accomplish. (Horton, 2006) Be price, clear, and stay on track at all times.Next, identify perquisites. What are the types of skills or information that your learners will need to know prior to your course?Then, decide the teaching sequence of your objectives. The three options for sequencing will be discussed on the next slide. Create objects that contain content, can be assessed individually, accomplishes one goal, and provides evidence that it was learned. (Horton, 2006)Create tests to assess that your learners have accomplished the goal set out to do.Lastly, select learning activities from these three options: Absorb, Do, or Connect.
- #9 These are the three different ways you can teach your objectives and pre-rec’s.
- #10 Bottom up teaches the pre-rec’s first and then leads into the lesson objective. Such as teaching a math lesson generally requires some prerequisite or requirement before manipulating the problem.
- #11 Top down sequencing starts with the top objective and continues teaching as if the learners already know the prerequisites.
- #12 Sideways sequencing allows learners to discover the subject or content as they learn.
- #13 Absorb knowledge through reading text, watching graphics and animations.Do activities involve an action that requires action such as a game, procedure, or answering trivia.Connect activities enhance learning by giving examples to things the learner already understands. One way to sequence your activities is to begin with Absorb, then Do, and finish with connect. (Horton, 2006)
- #14 Absorbing the lesson through a variety of ways, such as presentations, stories read by instructors, or even field trips. All of these activities allow the learner to fully absorb material. In eLearning you should, “Synchronize spoken words with corresponding graphics” (Clark, 2009, p.86) to enhance cognition of the lesson.
- #16 Connecting activities reinforce what the learner has gained from the lessons. They also help reinforce the objectives. “Authentic efforts at critical pedagogy by teacher-researchers must be approached with sensitivity to real forces that inhibit action.” (Skrade, 2004)
- #17 Following the guidelines for e-learning design will create true learning experienced.