This document provides an overview of a professional practice program in e-learning design. The program consists of three units that make up one core and two electives from the Diploma of VET Practice. The units are delivered via a blended learning strategy including both face-to-face and online components. Assessment tasks require participants to research, design, develop, and facilitate an integrated e-learning resource for their student or client cohort. The document also discusses considerations for e-learning design including pedagogical, technical, social/cultural, ethical, legal, and organizational factors.

1. Professional Practice Program
in e-Learning Design
Session 1.
John Collins
Team Leader
e-Learning Services

2. This image illustrates in 3-D the actual domains and connections of the world wide web. Colours have
been added to represent .edu, .gov, .com, etc. domains….

3. Professional Practice in e-Learning Design
Three units that make up one core and two electives from the Diploma of VET
Practice 21697VIC.
1. Facilitate E-learning
2. Research and design e-learning units
3. Develop and evaluate e-learning resources
Delivered via a blended learning strategy
1. Eight face to face session (3 hours each morning & afternoon)
2. One e-Learning design field trip 9am - 4 pm
3. Online components- Research, Design and Collaboration
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4. Professional Practice in e-Learning Design
Assessment tasks for this course are linked to the performance criteria and
require the participant to :-
1. Research and design a MyChisholm site integrating appropriate web
technologies for your student / client cohort and learning outcomes
2. Develop this integrated e-learning resource in accordance with the
planned design
3. Facilitate learning by presenting your resource to your
peers, demonstrating best practice in e-learning facilitation.
Details will be provided later in this session
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5. The Internet Connects
The web facilitates an unparalleled depth of connectedness to people and
information
1. Builds skills and knowledge through understanding, experience,
reflection, activity and social practice…
2. Fosters creativity, collaboration, and communication.
3. Empowers people, especially in under-served populations, by lowering
barriers to essential services.
4. Provides accessibility to people, including people with disabilities, from
different cultures, and language and literacy skills that span the range
of the Earth's population.
5. We, as Educators have a clear and present responsibility to empower
our learners with these connections
Based on Villalba and Romiszowski (2001)

6. A shift in focus in e-Learning
A global shift in e-Learning is occurring towards a decentralised, open and more
collaborative approach, one that promotes connections and knowledge sharing
1. Simple and powerful web based learning tools widely available and growing at
an exponential rate
2. Teachers and Learners, no longer need a high level of technical expertise to
build knowledge, interact and share ideas via the web.
3. Technology & pedagogy are not two competing entities. A symbiotic rather
than dualistic relationship between the two needs to be supported.
4. An identified need to invest in enabling teachers to continually improve
practice and provide access to a wide range of technologies
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Integrating Technology With Pedagogy

7. One does not
discover new
lands
without
consenting to
lose sight of
the shore
for a very
long time.
Andre Gide
Photo Martin Junius

8. The Chisholm Institute e-Learning Plan
1. Needed to re-examine the traditions, values and practices that prevail in e-
learning at Chisholm Institute
2. An element of the Chisholm Teaching and Learning Strategy
3. Addressing the National Skills Reform Agenda
4. Purpose of the plan -To maximise the effective use of educational
technologies in achieving more flexible and competitive training outcomes
5. Creates a new direction for Chisholm Institute in e-Learning
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9. Key Observations
1. The Web is a fundamental medium for learning, communication, research
and business in the new millennium. Traditional Learning Management
systems will inhibit wider connections and restrict leveraging the inherent
value
2. The Organisation needs to invest significantly in building digital literacy
levels and technological resources such as bandwidth, to empower staff
and students.
3. A clear need for the Organisation to be more adaptable
4. A broad culture of knowledge sharing needs to be developed to be
competitive in a commercial environment.
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10. The e-Learning plan
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11. Some Design Considerations
Range of issues to consider to design e-Learning resources
1. Pedagogical
2. Technical
3. Social/Cultural
4. Ethical
5. Legal
6. Organisational
To date, e-learning has been technology-led, not theory-led
Need toTechnological educational theory not override pedagogical
ground e-learning in goals should goals
Prevent a mismatch between design of learning & epistemological roots
Learning should be learner centered
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12. Learning Theories and Design
Underpin design with an eclectic mix of principles from the different learning
theories. ( Learning Theories covered in detail in the Dip. VET Course)
1. Behaviourism
2. Cognitivism
3. Constructivism
4. Social Constructivism
Blended approach caters for broad target student audience & different learning
styles
Finding the balance

13. Learning Theories - Implications for Design

14. “The interaction of powerful elements
can result in spectacular outcomes”
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15. References
Julie Gannon, The Futures Academy , Dublin Institute of Technology 8th Annual Irish Educational Technology Conference
23-25 May, 2007
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