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Presenting E-Learning and Design Concepts
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E-learning combines information and computer technologyto create a learning experience (Horton, 2011).
Students ProfessionalsEveryoneCan learn
Children
Parents
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1. Standalone courses2. Learning games &
simulations
3. Mobile learning
4. Social learning5. Virtual-classroom
courses
1. Self-paced courses taken by a solo learner
2. Performing simulated activities which leads toan ultimate discovery
3. Using the aid of mobile devices (i.e. smart
phones and tablets) to learn from any location
4. Interacting through a community of expertsand other learners (i.e. blogging, socialnetworks)
5. Online classrooms functioning like physicalclassrooms, with reading, discussions,presentations, homework, and social media(Horton, 2011, p. 2)
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Apply design at every level of e-learningfrom curricula to the chosen media (see Fig. 1)
Just enough good design determines everything and can prevent failures(Horton, 2011, p. 3).
Fig. 1. Diagram of different e-learning levels(Horton, 2011, p. 6).
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Needed immediatelyNeeded oftenNeeded under stressUsed for a lifetimeConstant and unchanging
Needed when there is no accessto other sourcesNeed for research, socialnetworkingNeeded to make sense ofresearch or interaction
Learning is the best approach
for content that is:
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Considering Howard Gardners Multiple Intelligences assists with a freshapproach with every new and unique teaching situation! (See Fig. 2)
(Fig. 2). Howard GardnersMultiple Intelligences Model
durham-nc.com
learn-thai-podcast.com
Everyone learns differently!
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Intelligences such as spatial (visual
images), may cater to someone with
an artistic flair. This person could
design or visualize a finished product
such as a slide presentation.
The logical or mathematical
intelligence may be able to rationalize
why or how humankind succumbs to
destructive behaviors.
The existential intelligence (ability to
consider and deal with questions of
human existence) imbibes the depthevery human being ultimately desires
in life (Lever-Duffy & McDonald, 2011,
pp. 34-35). This particular intelligence
may be able to sum up how humanity
may overcome the tendency to
diminish the existence of diversity.
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International Society for Technology in Education (ISTE)National Educational Technology Standards (NETS)
Lever-Duffy, J. & McDonald, J. B. (2011). Teaching and learning with technology
(4th ed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon
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Even in the E-Learning environment, the design of instruction needs thefoundational theories established before modern technology
Consider the
Students
Explain theObjectives
Establish theLearning
Environment
Identify Teaching
and LearningStrategies
Identify andSelect
Technologies
Evaluate andRevise the Design
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Dynamic Instructional Design (DID) ModelBlooms TaxonomyLearning Theories
Articulate Objectives
The StemThe Target PerformanceThe Measurement ConditionsThe Criterion for Success
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Horton (2011) states, Design starts with a goal (Horton, 2012, p. 10).
Solution Description
Standalone e-learning Individual, structured,economical, uniform
Games and simulations Discovery, skill-development,Simulate consequences forvariety of behavior. Requireseffort, time, money
Virtual-classroom e-learning
Learning Resources
Diverse locations connect,
lectures, assignments,discussionsPodcasts, e-books, paper,blogs, cost-effective
Physical-classroom learning
Coaching
One-on-one, close-observation requirement
Mentor, individual advisor
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Steps to ensure proper sequencing will determine the success of the assignment.
Hierarchy of Objectives:The order in which learners will accomplish these objectives (Horton, 2011, p. 42).
Bottomup
Top
Down Sideways
Begin withRequired
prerequisite
Begin at top;learners had
all prerequisites
Learners freelyexplore and discover,
satisfying prerequisites
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IntroductionTaskProcess
EvaluationConclusion
Steps to ensure proper sequencing will determine the success of the assignment.
For example, all activities need a beginning, a middle, and an end.
1. Introduce the topic or activity, articulate desired outcome;2. Provide teacher expectations of the students;
3. Carefully detail the process of reaching the goal;4. Communicate the evaluation criteria and/or rubric;5. Communicate and provide feedback, and listen to feedbackfrom students upon completion.
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Define objectiveSpecify necessary content
High-level learning object:May specify sub-objects or
structured sequence of objectsLow-level learning object:May specify learning activitiesto directly accomplish theobjective of learning object
From reading to group-collaboration to tests, learning activities are numerous.Create learning objects to accomplish learning objective!
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Reading, viewing, listening
Practice, play, answer
Connect knowledge to life, work,previous lessons
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Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.
Lever-Duffy, J. & McDonald, J. B. (2011). Teaching and learning with technology (4thed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon
National Educational Technology Standards. International Society for Technology inEducation. (2012). Retrieved from http://www.iste.org/welcome.aspx