5-1 copyright © 2013 mcgraw-hill education (australia) pty ltd hill, hill, perlitz, professional...

5-1Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e

CHAPTER 5

TAEDEL501A

Facilitate e-learning

5-2Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e

What is e-learning?

Computer-based, or software-generated or software-controlled learning situations, where the learner accesses the resource and is then either in control of the learning or proceeds through the program at their own pace.

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What is e-learning? (cont.)

• Slide sets

• Interactive software

• Emulation software

• Simulation software/hardware

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Facilitating e-learning

• Establishing the environment

• Introducing e-learning

• Guiding and facilitating

• Monitoring

• Reviewing the process

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Establish the environment

• Know your learning outcomes/objectives• Understand your learners’ needs• Develop an e-learning delivery plan• Confirm resources• Ensure availability of support

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Computer literacyComputer literacy is the ability of the learner to use hardware and software such as that listed in Table 5.1:

IT Hardware IT Software

Keyboard or keypads Operating systems:

e.g. Windows, OS-X, Unix Mouse or touchpads

Touch screens Office Applications:

e.g. Word, Excel, PowerPoint Projectors

Printers Internet browsers and apps:

e.g. Explorer, Firefox, Scanners

e-Book Readers E-learning applications:

e.g. Moodle, Blackboard Light pens

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Technical requirements to support your program

• The type of technology to be used in delivery • Technical specifications of computer equipment, such

as bandwidth (e.g. ADSL), memory, processor type

and speed, graphics requirements• The type of online learning management platform• How much time is required to set up and test

equipment and technology• Liaison with information technology (IT) personnel or

specialists.

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Introducing e-learning

• Provide an introduction to the e-learning

environment (and clarify and agree upon

objectives and protocols)• Establish e-learning relationship with

e-learners• Initiate relationships between e-learners

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In your introduction…

• Housekeeping • Emergency procedures• Health and safety• Training and facilitation staff introduction• Code of conduct and support procedures• E-learning system overview• Objectives of the e-learning

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Connecting your learners

• Frequent contact—schedule times• Email is good—face-to-face, live text or voice

contact is better (Skype, VoIP)• Use bulletin board posts for learners to

introduce themselves to you and each other• Provide online forums or other areas for

learners to interact and chat with each other• Define clear times when you will be available

to your learners

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Facilitating e-learning

• Use relevant electronic tools to facilitate

e-learning• Ensure an effective learning experience• Use support mechanisms to address

technical issues• Build opportunities for authentic learning,

practice and formative assessment into

the e-learning experience

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Maintaining engagement

• Refresher breaks—step away from the keyboard!

• Offline activities—not just ‘stare and click’• Goal setting—achievements and rewards• Collaborative projects—e-learning group

projects

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Monitoring e-learning

• Monitor progress through milestones

• Provide support and guidance

• Monitor e-learner interaction

• Maintain and store learner records

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Review the e-learning process

The PDCA or Deming cycle (see Figure 5.9):

•Plan

•Do

•Check (Review)

•Adjust as needed

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Review the e-learning process (cont.)• Conduct action research on presentation or

facilitation skills• Seek input from critical friends or colleagues• Conduct interviews: focus group or one-on-one• Collect written feedback from participants (can be

anonymous)

Learner/participant feedback can be derived from:• interview• formal discussion• informal discussion• written questionnaire or survey

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Review the e-learning process (cont.)

Critical self-reflection is going that step further than just reflecting on facilitation… and asking hard questions about performance, problems, methods used and success of learners.