Presenting E-Learning and Design Concepts

1. Presenting E-Learning and Design Concepts EDU651-Instructional Design and Delivery • Mary Gatt M. Ed. • Professor Kristina Lyman • June 4, 2012

2. Presenting E-Learning and Design Concepts Define e-learning “One of the outlets for knowledge-based economy is e-learning, facilitating education using information technology (IT) infrastructure, which plays an important role in today's virtual world breaking distance and time obstacles. The purpose of this study is to probe e-learning users' satisfaction attributes having noticeable impacts on enhancing instruction paradigm (Rezaie, Eslami, and Fazlollahtabar, 2012). There is little Mystery One becomes aware of the electronic tools that people have developed to use for education (Horton, 2012). Horton (2012) suggests that an exact fact or truth of E-Learning might be to leave the definition open-ended. The author continues to offer the idea that the products as it were are developing in an active manner. What is standard for today may not conform to the standards of tomorrow in light of constant improvements.

3. Describe varieties of E-Learning: Stand alone courses Taken by one person who is not combining their work with Classroom interaction Learning games and simulations leading to discoveries through Exploration. Mobile learning where student is no longer tied to a computer Screen-using smart phones, tablet devices, etc. The world becomes The classroom interacting in person on a phone or studying online. Social learning connections and collaborations are on the read/write web e.g. Blogging, wikis etc. Virtual-classroom courses-reading assignments, presentations and other social media, with homework, utilizing synchronous online Meetings with perhaps Skype etc (Horton 2012).

4. Explain e-learning design Good design will not try to teach to much material at a time It will teach that which is most appropriate for the audience Good design will show exactly what the student must and needs to know It will not omit objectives that support the learner Good design points out what is needed to learn and does not hide the truth It will not ignore feelings of motivation needed by the student Good design does not look for an easy way out to teach the student It will not waste student time by knowing each learners capabilities Good design takes into account all the users and It will take into account the many different types of learning styles (Horton, 2012)

5. Instructional Design All good teaching of E-Learning begins by having the right design. This means selecting, organizing and specifying by creating activities according to Horton (2012)that give the learner a frame of reference before using the technology. Instructional design (IDesign) is huge so develop an emergency lesson plan or something one can use rapidly to use in a bind as the instructional design (Horton, 2012).

6. Instructional Design (IDesign) is use by educators in conjunction with goals and objectives. Idesign will tell you the technology you will need to purchase or license. Instructional design directs the development stage, the budget, etc. and is Determined by planning the design ahead of time In addition, Idesign helps prevent common failures associated with usage. Do not put too much to learn into one session Pay particular attention to where each learner’s context level is situated (Horton, 2012).

7. Discuss design perspectives Perspectives are tremendously important. How teachers perceive themselves is number one. Horton (2012) suggests prudence in analyzing constantly to build a knowledge base for how we perceive each student. These perspectives are built upon the following: Motivation for learning, attitude and mindset, psychomotor skills, mental discipline, communication skills, talents and intelligences, social skills, background knowledge and experience and media preferences. What were the learners circumstances (noisy, in short spurts, etc)?

8. Perspective Cont. What learning style worked best prior to the present class? What is the student’s fluency regarding digital technology (Horton, 2012).

9. Discuss Design Influences Horton (2006) gives four perspectives to consider: 1. Instructional design tells how learning, applying and methodologies to Carry out the design 2. Software engineering supplies computer programs with reliability. 3. Media design helps learners access programming of video, text, music, animation, voice, and sound effects. 4. Economics helps e-learning value, and must be developed using a guidebook for accounts. Affection Skillfully and thoroughly Demonstrate expert understanding of the concept

10. Design Influences Cont. Horton(2012) mentions other influences of design as well The following have to do with the effects of feelings of the student and the teacher: Affection from adoration, apathy, loathing and abhorrence Happiness from ecstasy and indifference to sadness and misery Pride to guilt, to shame Interest from curiosity to repulsion [(see the complete list in Horton, (2012)] Empowerment or discouragement Confidence from certainty to worry and fear

11. Influences Continued Relationships from empathy to hostility and a whole range in between Optimism from hope to depression Surprise from awe to shock Energy from eagerness to lethargy Responsibility from identity through responsibility and guilt (Horton, 2012)

12. Discuss alignment of learning goals Identify goals Good design begins with knowing the accomplishments expected. The organization goal has everything to do with the design How does your organization measure success? Then find out if the project has potential to fulfill the goals and if not scratch the project If so, then continue aligning goals (Horton, 2012)

13. Discuss aligning learning goals continued Share common goals Align individual goals of students to the overall goals of the project Team activities include: Consolidating the interpretations, use collaborative Classroom time to join meanings Refine the goals to combine the goal meaning for the group Help group relate to the “big picture” of how important and useful goals survive Ask group to try to predict what will last and what will not (Horton, 2012).

14. Discuss the alignment of objectives Make sure the group of learners understand high priorities The designer must prepare the learners with motivation The good designer will analyze their learners needs and abilities Test to identify essential knowledge (Essentialism) Use gap analysis Use best analysis procedures to determine individual actions Do surveys of those in the know, collaborate with community See Horton (2012) for complete list (p.11)

15. Examine the selection of Teaching sequences Assumptions about learners does nothing to help sequencing So, know your learners awareness (context/content) of the goals and Objectives. Use bottom up, and teaching the pre-requisites Perhaps, using top-down assuming they all have the preliminaries Or, use sideways approach allowing learners to learn all pertinent Data upon discovery (Horton, 2012)

16. Analyze the selection of learning activities “Davies and Merchant challenge popular perceptions of blogging in order to argue for blogs as a literacy practice that is not only suitable but desirable for use in schools, and Merchant describes the design of a 3D virtual world that students can explore in avatar-based game play, resulting in online spaces that stimulate a range of literacy-based activities (Jewett, 2012).” Consider basic skills, thought processes, attitudes and behavior of Learners Activities accentuate ideas in the following areas: considering , researching, analyzing, evaluation synthesizing, discussing, testing, deciding, and applying.

17. Copy citation below & paste into your document: Horton, W. (2012) and (2006) e-Learning by Design, 1st and 2nd Edition. VitalSource Bookshelf. John Wiley & Sons (P&T), 9/26/11, Monday, June 04,2012. <http://online.vitalsource.com/books/97811182 92686/page/ix> Lost the identification on the Rezaie, Eslami, and Fazollahtabar, (2012) During the making of the PPT and trying to fix it. It is an article downloaded The school library at Ashford, sorry... Jewett, P. (2012). Digital literacy's: Social Learning and Classroom practices. Language Arts, 89(4), 264-265. Retrieved June 5, 2012, from ProQuest Educational Journals. (Document ID: 2611940111)