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Designing e-Learning

Designing e-Learning. Planning the development of online learning From e-Learning by Design By William Horton, 2006. What is e-Learning. Not limited to what takes place within Web browser Use of information and computer technologies to create learning experiences

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Designing e-Learning

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  1. Designing e-Learning Planning the development of online learning From e-Learning by Design By William Horton, 2006

  2. What is e-Learning • Not limited to what takes place within Web browser • Use of information and computer technologies to create learning experiences • How these learning experiences are formulated, organized, and created. • Not limited to a course

  3. What is e-Learning Varieties of e-Learning • Standalone course • Virtual-classroom courses • Learning games and simulations • Embedded e-Learning • Blended learning • Mobile learning • Knowledge management

  4. What is e-Learning design? (p3) • Design – decision that governs what in a learning setting • What is instructional design: include pedagogy (課程) and androgogy (成人教育) • Translate high level project goals to choice for technology and learning content. • Decision: technological management system • Development and selection of content and media

  5. What is e-Learning design?-- Consider multiple perspectives • What are the influences of a effective e-Learning ?(p5) • Instructional Design ：Theories about how people learn; strategies for applying these theories • Software engineer : Building reliable computer programs; User-interface ; transmitting media over networks; design and quality control; concepts of object design, usability design, and rapid design

  6. What is e-Learning design?-- Consider multiple perspectives • What are the influences of a effective e-Learning • Media design：Selecting appropriate mixture of text, graphics, voices, music, animation, …. • Economics : helping delivery of value, generating revenue, and creating other resources It must be developed under a budget and on schedule

  7. What is e-Learning design?-- Design all units of e-Learning (6-7) Pyramid of e-Learning • Curricula 學程 (學群，課群) • Course 課程 • Lesson 課 • Topic 主題 • Activity

  8. Design Quickly and Reliably • E-Learning – rapid, cyclical design process Speedy learning • Steps for instructional design (p8-9) • Clarify the goals for the project • Describe how your project will contribute to organizational goals. • Write the learning objective for the course • Design a learning object to accomplish that objective • Design learning activities • Design test

  9. Design Quickly and Reliably-- Identify your goal 指出教學宗旨目標 • Ask what matters • 自行舉例?以專業 Training 為例 • Make your organization’s goal your goal (視組織的宗旨為你的教學宗旨) • What are the types of goals? • Financial….. • Intellectual… • Customers….. • Operations… • Reputation…

  10. Design Quickly and Reliably-- Set learning objectives設定教學目標 • White your learning objectives (p13-14) • Clear, precise, worthy • What are the types of objectives? • What are the primary (terminal) and secondary (enabling) goals (objectives)? • Primary: stated in terms of performance • XXX will be able to do (verb) ….學習者表現… • Secondary: teach things necessary to accomplish a primary objectives • XXX will know, believe, or feel…學習者相信…

  11. Design Quickly and Reliably-- Spell out the situation (舉出目標情形) 目標訂定要素　（p18) • Trigger 在何種事件下會啟動這種學習 • Condition在何種狀況下會表現這種行動 • Resources依據哪些資源

  12. Design Quickly and Reliably-- Set criteria for success 決定學生是否有成功的達成目標的指標有哪些 ( p18) • Percentage of learners accomplishing the objectives • Average error rate • Time required to perform the task • Results produced in a specified period of time • Reduction in frequency of problems or increase in rate of favorable incidents

  13. Design Quickly and Reliably-- Analyze learners’ needs and abilities ) 在e-Learning教學設計之前，所分析學生需求與能力的項目包括：(p19-20) • Level of knowledge • Expectations and attitudes • Motivations • Technology skills

  14. Design Quickly and Reliably • Consider defined curricula (已指定的目標)(p20) • 有些機構的目標已預先設定，例如： • Government regulations • Certification or licensing procedures • Standard reference works • Professional association • Standardized academic curricula

  15. Design Quickly and Reliably--Identify prerequisites (如何指出先備知識) • Spot related objectives (點出所有相關目標)(p22)範例說明 目標 • 教導中層經理如何縮短計畫說明的內容 • 中層經理能詮釋重要行事途徑 目標 • 教導中層經理詮釋甘特圖 • 教導中層經理如何詮釋條狀任務項目 • 教導中層經理能夠藉由相關的標示了解任務的相互關係

  16. Design Quickly and Reliably--如何指出Identify prerequisites (先備知識) • State objective in shorthand (p23) 例子 • 縮短計畫說明的內容 • 詮釋重要行事 • Hierarchy of learning 學習目標階層 • P24之表中，最上層者為較難的目標，而最下層的為最基本的目標 • Identify prerequisites 指出先備知識 • 較為基層的知識，如程序中的步驟，或定義 • Identify how to accomplish prerequisite 指出如何完成先備知識的學習

  17. Design Quickly and Reliably--Decide the teaching sequence of your objectives 決定完成教學目標的順序 • Decide a logical sequence for learners to accomplish these objectives • Refer to the hierarchy of learning objectives • Use the following sequences: • Bottom up: teach prerequisite objectives first, then teach each objective • Top down : start with top objective, allowing access to prerequisites they lack • Side way : allow learners to traverse freely • Example: p28-30

  18. Design Quickly and Reliably--Decide the teaching sequence of your objectives Where would you use each sequencing strategies? • Bottom up • Necessary where safety is a concern • Avoiding misconception Benefit to novices Traditional school training • Top down • Efficiency of learning • Choosing the content they explicitly request

  19. Design Quickly and Reliably--Decide the teaching sequence of your objectives • Top down • Good for experienced learners • Suited for just-in-time learning • Learn what they need • Sideway • Less predictable • Adding excitement to the learning process • Good choice for discovery learning • Learn to cope with a complex dynamic situation

  20. Design Quickly and Reliably--Create objects to accomplish objectives • What is a learning object (p32) • A chunk of electronic content for accomplishing a single learning goal. • Containing text, graphics, music…. • Can be accessed individually through a menu, search engine, or button, and separate from other objects • For the purpose of accomplishing a learning goal – broad or narrow • Containing the means to verify the accomplishment of a objective

  21. Design Quickly and Reliably--Create test （p36-37) • Create the tests as soon as the learning objectives are defined The test is best guide to designing learning activities • Tests clarify the objectives • Use the test to pre-test learners • Tests can serve as the learning activities for the object (practices, games, and work assignments) • Tests provide guide in developing contents

  22. Design Quickly and Reliably--Select learning activities (p37-38) • Exercise basic skills thought processes, attitude, and behaviors. • Learn by considering, researching, analyzing, evaluating, organizing, synthesizing, discussing, testing, deciding, and applying ideas. • Mental experiences that lead to learning.

  23. Design Quickly and Reliably--What kinds of activities (p39-40) • Absorb-type activities • Presentations:… • Readings:… • Field trips:… • Do-type activities • Practice:… • Discovery:… • Games: … • Connect-type activities Research:… • Ponder:… • Stories from learners:… • Job aids:…

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