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E-Learning Design
The document discusses different types of e-learning including social learning, mobile learning, and varieties like standalone courses and virtual classrooms. It outlines the process of e-learning design including instructional design, identifying goals and learning objectives, planning teaching sequences, and selecting learning activities. Key aspects of design discussed are analysis, design, development, implementation, and evaluation. Common methodologies mentioned are fill-in-the-blanks and identifying goals by determining how learning contributes to organizational goals.
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E-Learning Design
- 1. E-Learning and Design Veronica Morris EDU652 ProfessorLao March 2, 2015
- 2. E-Learning • Information and Communication Technology •Applications and Processes
- 3. Varieties of E-Learning oSocial Learning oOnline, community based • Mobile Learning o Learning on the move with mobile devices oGames and E-Learning Varieties as outlined by Horton (2012
- 4. E-Learning Varieties Standalone Courses • Independent,self- paced Virtual Classrooms E-Learning Varieties as outlined by Horton (2012
- 5. Through Creation E-Learning The Creationof E-Learning is the development of a successful Design and Development
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- 7. Instructional Design • Analysis •Design • Develop • Implementation • Evaluation
- 8. Design Perspectives and Influences •Rapraprapawa p • Pack ‘em, Yak ‘em, Rak ‘em, and Track’ em • Warn and Scorn • Fill-in the Blanks Common methodologies of NON-DESIGN: to do or not to do?
- 9. Learning and GoalAlignment Organization al goals How learning will contribute to organizational goals 2 Steps to identify when2 Steps to identify when developing goal alignmentdeveloping goal alignment ional Design begins with identification of the Learnional Design begins with identification of the Learn
- 10. Learning Goal Alignment “Howam I helping achieve that goal?”
- 11. Defining Learning Objectives WhatlearningWhat learning objectives areobjectives are:: • Influential • Vital • Imperative • Crucial Learning ObjectivesLearning Objectives ”Learning objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period.” Defined by Hidden Curriculum 2014
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- 13. Teaching Sequences Use theteaching sequences as a start when designing
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- 16. Learning Activity Selection Chat Whiteboard Annotation PollBreakout Rooms Application Sharing Web Browser Sharing Audio Video Sharing Notes E-Learning Activity Selections
- 17. References • Horton, W.(2012). E-Learning by design (2nd ed.). San Francisco, AC: Willey • Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum • Sun and Giles. (2001). Sequence Learning. Retrieved from
Editor's Notes
- #3 E-learning can be defined as the educational environment taking place on an internet device. Horton defines e-learning as “…the use of electronic technologies to create learning experiences” (2012, p1). E-learning uses various types of technology to deliver and receive knowledge through various information and communication technologies. The technologies are programmed with various applications and processes to enhance the students’ learning success.
- #4 Social learning refers to the learning that takes place through collaboration and communication with peers and instructors (Horton, 2012). The use of social networks such as Skype, Moodle, and Facebook are instances of what can and is used to increase student engagement and retention. Mobile learning is the learning that takes place on mobile devices. There are many educational applications and processes that allow a student to continue with daily activities while still receiving an education. The mobile device provides a myriad of e-learning experiences. Horton States, “learners participate in conventional classroom courses and standalone e-learning while out and about” (2012, p2). Learning games and simulations allow students to apply and perform skills and knowledge while providing fun and personal experience with the information.
- #5 The standalone course is one in which the student has the ability to learn in a solitary environment that is not time controlled. “They are self-paced without interaction with a teacher or classmates” (Horton, 2012, p2). The virtual classroom is similar to a conventional classroom as there is a teacher or instructor, peers, various assignments and activities, and is not self-paced. A virtual classroom has “reading assignments, presentations, discussions via forums and other social media, and homework” (Horton, 2012, p2).
- #6 E-Learning is based on design and development. The design is the evaluation, creation and resolution of decision making. The development is the transfer and conveying of those decisions.
- #7 The e-Learning design is the learning with ad through the use of technology. The e-learning design is the instructional plan and implementation of the instructional decisions and actions taken.
- #8 The instructional design is the core of any e-learning environment. The instructional design encompasses identifying the learner, identifying objectives, setting goals, creating and implanting activities and tests. Instructional design is an element of any learning environment that must be flexible and continue to adjust to meet the needs of learners.
- #9 The learning from the rapraprapawap is the student is to read several papers and then take what they have learned from the papers to write their own paper. There is no real transfer of knowledge or skills; students learn directly from what is read, if any learning occurs at all. The Pack ‘em, yak ‘em, rak ‘em, track ‘em perspective is when school over enroll students into packed classrooms and teachers deliver lectures give assessments based soley on the lectures that are provided. The Warn and scorn theory relates to the student being forced through materials to attain required learning standards even when the student does not understand the concepts. Teachers typically will do this in order to be in state and federal compliance which in turn directly reflects on future successes for the student. The fill-in the blanks is when delivery of content is through endless worksheets. Wouldn’t it be cool if… is when a teacher implements various methods and materials because it is the new or “cool” thing to use instead of first ensuring what is being implemented is there to enhance learning. (Horton, 2012).
- #10 All design begins with a goal; you must know what it is you intend to accomplish to be successful. When designing E-learning, the same as a traditional classroom, you must know what the organizational goals are. From that point, taking into account what you want to accomplish, the process of instructional design begins.
- #11 The entire process of instructional design should include the questions in the forefront of your mind: What am I achieving by this design? What is the final outcome I am looking to accomplish? “How am I helping achieve that goal” (Horton, 2012, p.10)
- #12 Learning objectives are paramount to the success and or the failure of e-learning environments. All elements of e-learning revolve around good, clear, and concise objectives. Once the learning goal is identified, recognition of the learning objectives are decided. Learning objectives are fixed progressions of the “what, how, and why” of content in order to promote required and essential skills and knowledge. The learning objectives are also vital to have a clear expectation from and for the instructor and the students.
- #13 Make sure that learning objectives are aligned with goals, the learners, and assessment.
- #14 Analysis The designer identifies the desired goals and objectives, the needs and capabilities of the learner, the learning environment, the various avenues of approaches and techniques to use, and a timeframe Design Developing the organization of objectives and content Development The creation of the content and materials Implementation The plan and action of training the learner, the delivery of the content and materials that were created Evaluation Formative and summative evaluations and finally revision
- #17 When selecting activities be dure that the activities match the objectives previously planned, keep activities as easy as possible to ensure the focus is on the actual learning, and ensure the activities provide opportunitites for discovery, experience, and practice.