Presenting E-Learning and Design Concepts

E-learning combines information and computer technology to create a learning experience (Horton, 2011).

Children

Students

Everyone Can learn

Professionals

Parents

Standalone courses Learning games & simulations 3. Mobile learning 4. Social learning 5. Virtual-classroom courses
1. 2.

1. 2.

Self-paced courses taken by a solo learner Performing simulated activities which leads to an ultimate discovery Using the aid of mobile devices (i.e. smart phones and tablets) to learn from any location

3.

4.

5.

Interacting through a community of experts and other learners (i.e. blogging, social networks) Online classrooms functioning like physical classrooms, with reading, discussions, presentations, homework, and social media (Horton, 2011, p. 2)

Just enough good design determines everything and can prevent failures (Horton, 2011, p. 3).
Apply design at every level of e-learning from curricula to the chosen media (see Fig. 1)

Fig. 1. Diagram of different e-learning levels (Horton, 2011, p. 6).

Learning is the best approach for content that is:

Needed immediately Needed often Needed under stress Used for a lifetime Constant and unchanging Needed when there is no access to other sources Need for research, social networking Needed to make sense of research or interaction

Considering Howard Gardners Multiple Intelligences assists with a fresh approach with every new and unique teaching situation! (See Fig. 2)

Everyone learns differently!

durham-nc.com

(Fig. 2). Howard Gardners Multiple Intelligences Model

learn-thai-podcast.com

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 depth every 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.

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

Even in the E-Learning environment, the design of instruction needs the foundational theories established before modern technology

Consider the Students

Evaluate and Revise the Design

Explain the Objectives

Identify and Select Technologies

Establish the Learning Environment

Identify Teaching and Learning Strategies

Dynamic Instructional Design (DID) Model Blooms Taxonomy Learning Theories

Articulate Objectives The Stem The Target Performance The Measurement Conditions The Criterion for Success

Horton (2011) states, Design starts with a goal (Horton, 2012, p. 10).
Solution Standalone e-learning Description Individual, structured, economical, uniform Discovery, skill-development, Simulate consequences for variety of behavior. Requires effort, time, money Diverse locations connect, lectures, assignments, discussions Podcasts, e-books, paper, blogs, cost-effective One-on-one, closeobservation requirement Mentor, individual advisor

Games and simulations

Virtual-classroom e-learning

Learning Resources Physical-classroom learning Coaching

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).

Bottom up Begin with Required prerequisite

Top Down

Sideways

Begin at top; learners had all prerequisites

Learners freely explore and discover, satisfying prerequisites

Steps to ensure proper sequencing will determine the success of the assignment.
For example, all activities need a beginning, a middle, and an end.

Introduction Task Process Evaluation Conclusion

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 feedback from students upon completion.

From reading to group-collaboration to tests, learning activities are numerous. Create learning objects to accomplish learning objective!

Define objective Specify necessary content High-level learning object: May specify sub-objects or structured sequence of objects Low-level learning object: May specify learning activities to directly accomplish the objective of learning object

Practice, play, answer Reading, viewing, listening

Connect knowledge to life, work, previous lessons

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 (4th ed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon National Educational Technology Standards. International Society for Technology in Education. (2012). Retrieved from http://www.iste.org/welcome.aspx