An Instructional Design Model for e-Learning in School Education (original) (raw)
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We have created a range of tools and technologies that could assist learning. The nature of these creations in the digital age has prompted us to look at learning as 'e-Learning'. Our encounters with digital information, processes and systems make it inevitable that our school education ought to prepare us to effectively engage in this digital era. School education is instutionalised and is characterised by a face-to-face (f2f), traditional teaching and learning in a controlled milieu. This paper suggests that a Learning Object Approach be used as the primary instructional design, for e-Learning at schools. This implies the establishment of relationships between learning object and learning to provide coherent pedagogically sound learning experiences.
Innovative Approach for Renewing Instructional Design Applied in the Context of e-Learning
Active Learning - Beyond the Future, 2019
This research aims to present an overview of an innovative approach for renewing instructional design by offering new form of research in e-learning design. Instructional innovations need to stand back and review the design of innovative components for e-learning system. We postulate in this chapter that the design of learning devices requires the design of complex multifaceted object which supports adaptive learning and lets learners bring into play their knowledge in order to carry out the prescribed tasks. Our approach is centred on the design of this complex object called pedagogical instrument, whose molecules are the smallest collection of the components retaining the properties of that material (according to the teaching intentions). The goal that we have set ourselves is to create the first specification of the micro-instructional engineering design. This specification aims at micro pedagogical technology which needs various types of competencies; our discussion implies that instructional innovation is better likely to succeed if it takes into account the actors, the constraints and the standards required to describe the tools allowing the integration of ICT.
E-learning: The whole experience
During the design and delivery of an on-line course it is perceived that best practice is adhered to. However, the perspective of students of an on-line course is perhaps at odds with that of the designer. There is a wide range of students with differing needs, to which new technology and delivery can assist or hinder their learning experience. Used in an appropriate way there is no reason why technology cannot enhance students' learning experience, but the end users' needs have to be more clearly defined. The practice of using on-line with traditional delivery, using the broad brush approach to all students on an on-line course and at different stages of a programme of study leads to a less than satisfactory strategy to e-learning and to the learning experience for some students. It is recommended that the designer of an on-line course should, as a learner, complete an online course of study in a subject with which they are unfamiliar. The method of study and presentation in this subject should be similar to the one the designer intends to prescribe their students to use in their own course, in order to gain an insight into what is involved from the learners' perspective. Having designed, implemented, reviewed and undertaken courses in this manner, it is contended that there are, for certain students, clear advantages in using on-line courses, and for others it can detract from the learning experience through inappropriate use of technology for the end users' needs. The paper discusses the experiences of two designers of material using Virtual Learning Environments and on-line courses and puts forward recommendations for bridging the gap of knowledge between end users needs and perceptions of designers of on-line courses.
Managing e-Learning: What are the Real Implications for Schools
This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14-16 (Key Stage 4). The paper considers the current research in e-learning and identifies the challenges faced by students, the changing role of the learner, and the impact elearning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e-learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e-learning.
Some Reflections on Learning and E-learning
2005
Educational technologies' designers always refer to a model, more or less explicit, of the teaching/learning process. Even when not explicit there is always an idea about how people learn behind the design of an e-learning product as there is for every other formal or informal context of learning (school, training classes, working places, etc.). At the same time there is an implicit model of the role of technology: computers can be seen essentially as a 'cognitive tool' which allows one access to a series of information and contents to isolated users or as a 'social tool' which allows one to communicate, share and negotiate competent practices, identities and meanings. In this paper we outline an analysis of the most widespread educational technologies by investigating the nature of such 'theories' that are 'behind' their design and that supports -more or less-learning social practices. Finally, we outline some principles to follow for the design of effective educational technologies following a social and situated learning theory.
Rethinking and Redesigning e-Learning: The Reality
The rapid growth of development in information and communication technology allows ample opportunities for the public to acquire knowledge at any time and at any place. Many institutions have created their own e-learning courses or programs to provide the society a means of obtaining degrees via the web. In the field of instructional technology, the decision to use a specific media lies towards the end of the design task. However, in the case of elearning, the mode of delivery has been decided at the beginning of the design phase which bypasses the analysis of audiences, learning goals and objectives of the course. Now, instructional designers have to refocus as well as rethink the whole process of designing an e-learning course since the traditional basic instructional design models like the Dick and Carey model, or better known as the ADDIE model have to be rearranged to a certain degree. Nevertheless, in reality, a majority of instructors or lecturers have preconceived ideas that courses delivered via the web is a matter of recycling whatever materials they have by digitizing and uploading them to the Internet. This paper will discuss the reality of e-learning, the task analysis, and the importance of rethinking and redesigning e-learning programs.
Learning designs to support educationally effective e-learning using learning objects
… : Research Centre for …, 2005
This paper describes a design approach for integrating learning objects based on a strong pedagogical framework, the Smart Learning Design Framework (SLDF). The framework is based on the assumptions that good learning settings focus on pedagogically sound design and that reusable learning objects can be effectively located and incorporated into learning settings. This paper describes a tool developed to illustrate the framework through metadata tagging of learning objects using an application profile which ...
Chapter 1: Conceptualizing e-Learning 1
E-Learning Ecologies, 2017
This book explores a phenomenon we call "e-learning ecologies". We use this metaphor because a learning environment is in some senses like an ecosystem, consisting of the complex interaction of human, textual, discursive and spatial dynamics. These take a coherent, systemic form. Traditional classrooms, with their linear arrangement of seating and desks, their lecturing teachers, their textbooks, their student workbooks, their classroom discussions are also learning systems. Moving from one of these classrooms to another, the modes of interaction are familiar and predictable because they are so systematically patterned. After a while, they seem "normal". However, these are strange human artifacts that were not put together into this configuration until the nineteenth century. They quickly became universal and compulsory sites of socialization of massinstitutionalized education. In terms of the long arc of human history, it was not until our the time of about our great, great grandparents that we first encountered these modern educational systems. But will these institutional forms survive long into the twenty-first century? Is it time for them to be reformed? And if change is to come, what will be the role of new technologies of knowledge representation and communication in bringing about change? This book explores transformations in the patterns of pedagogy that accompany elearning, or the use of computing devices to mediate or supplement the relationships between learners and teachers, to present and assess learnable content, to provide spaces where students do their work, and to mediate peer-to-peer interactions. Our thesis is this: e-learning ecologies may play a key part in the largest shift in the systems of modern education since their rise to dominance in the nineteenth century. Everything may change-configurations of space, learner-to-teacher and learner-tolearner relationships, the textual forms of knowledge to which learners are exposed, the kinds of knowledge artifacts that students create, and they way their outcomes of their learning are measured. Or, we may introduce a whole lot of technology into schools, and nothing changes in institutional or epistemic senses. Technology is pedagogically neutral. So our questions of e-learning ecologies becomes these: how can they be different? And, why should they be different? About this Book This book is a collaborative work, written by the members of the "new learning" research group coordinated by Bill Cope and Mary Kalantzis, including colleagues, postdocs and graduate students at the University of Illinois, some of whom have authored the chapters in this book. The work of the group has been in part conceptual, to create an analytical
KNOWLEDGE CONSTRUCTION IN E-LEARNING: DESIGNING
In the traditional classroom, students learned to depend on tutors for their motivation, direction, goal setting, progress monitoring, self-assessment, and achievement. A fundamental limitation is that students have little opportunity to conduct and manage their learning activities which are important for knowledge construction. e-Learning approaches and applications which are supported by pervasive technologies, have brought in great benefits to the whole society, meanwhile it also has raised many challenging questions. One of the issues that researchers and educators are fully aware is that technologies cannot drive a courseware design for e-Learning. An effective and quality learning requires an employment of appropriate learning theory and paradigms, organisation of contents, as well as methods and techniques of delivery. This paper will introduce our research work in design an e-Learning environment with emphases on instructional design of courseware for e-learning.