power of elearning

8/3/2019 Power of eLearning

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The E-learning Planning Process


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The Importance of Elearning Planning

The VPODDDA(Vision, Profile, Objectives,Design, Development, Delivery, Assessment)

Course Instruction Cycle The VPODD(Vision, Profile, Objectives, Design,

Development) ELearning Planning Model

Iterative Refinement

Reusable Elearning Resources


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Provides a frame of reference for considering all theimportant elements needed in an effective elearningcourse

Helps you focus on elearning pedagogy as well as ontechnology

Helps you set realistic goals


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TheVision Phase develop overview of the course Course content

Organization of topics

Goals of the course


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The Profile Phase - Collect and assimilateinformation about the course Prerequisite knowledge (students)

Hours of instruction

Class enrollment

Required expertise (instructor)

Location of class


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The Objectives Phase - Formulate course objectives(statements of measurable behaviors---studentoutcomes)

The Design Phase Identify learning activities

Design the resources to be used in the activities

Organize activities into coherent whole


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The Development Phase prepares lectures,assignments, tests and other resources conceivedduring the design phase

The DeliveryPhase Students are attending class

Instructor is facilitating learning

Instructor is processing student feedback


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TheAssessment Phase obtaining formal feedback Student performance

Instructor performance


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Based on the first

five phases of the

VPODDDA course

instruction cycle

Vision

ProfileObjectives

Design

Development

Delivery

Assessment


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Assumptions about the instructor Is subject matter expert

Has access to a LMS

Possesses the requisite computer skills for creating anelearning course

Will actually plan and develop his/her own instructionalenvironment


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Create a vision for how you want to use elearning inyour course Why do you want to use elearning?

What do you want to accomplish?

Can elearning enhance your current teaching practices?

What are your teaching strengths and weaknesses?


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Collect and process information about yourself as theinstructor, the students and the environment in which

you will deliver the course.


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Instructor Profiling Is your knowledge of elearning adequate to plan and

develop an elearning course?

Are you willing to commit to obtaining knowledge about

elearning ( time-consuming and ongoing)?


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Student Profiling What are the demographics of your class?

Will any of your students have disabilities?

What instruments and procedures will you use todetermine whether your students have the requiredprerequisite knowledge and technical skills to undertake

your class?

What are your students learning styles?


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Environmental Profiling What is the anticipated size of your class?

What computer technology is available to support thedevelopment and delivery of your course?

Will your course be offered totally online or in a hybriddelivery mode?


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Two categories: Course content objectives, which are specific and stated

in measurable terms

General knowledge objectives address knowledge derived

from any course, i.e. Critical thinking skills

Verbal and written communication skills

Lifelong learning skills


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Design Phase: conceive and design the individualresources of your course

Development Phase: create and implement theseresources and organize them on your coursesite


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Four categories of resources Getting-started resources

Course content resources

Policy and procedures resources

Course and coursesite assessment resources


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Getting-started resources: Course syllabus

Welcome message posted as an announcement

Staff information

An introductory electronic discussion to get studentscomfortable with the elearning environment

How-to tutorials on coursesite orientation


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Course Content Resources Content delivery resources, i.e., lecture notes, slide

shows, multimedia presentations

Assignment resources, i.e., reading assignments, group

projects and or discussions Student assessment resources, i.e., tests, self-

evaluations, peer evaluations, grading studentparticipation in online discussions


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Policy and Procedure Resources Policies must be posted regarding

How to submit assignments electronically

What to expect when a technology failure occurs and an

assignment is due What kind of student email you will answer and how

promptly

What you will and wont do for students who need help


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Policy and Procedures Resources Procedures are plans for dealing with foreseeable events

that will affect your students use of course resources What you will do if you are teaching a class and the

technology you need to conduct it fails How to deal with students who have very weak

communication skills How to deal with students who are incompetent in using the

computer


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Course and Coursesite Assessment Resources Instruments to assess the success and usability of your

coursesite How easy it is to use your coursesite and related resouces

Whether the leaning activities led to obtaining relatedcourse objectives

How good a job did you do as an instructor


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In any phase of the VPODDDA instruction cycle, youcan return to one of the VPODD planning phases tochange your elearning course. Formative evaluation (conducted during the course)

Summative evaluation (conducted after course delivery)


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Alearning object is a specific learning activity orchunk of instruction, (i.e., discussion questions,lectures, slide shows).

Objects can be reused and repurposedshared byother instructors who teach the same course ordifferent courses.

Standards are critical.

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