Implementing E Learning Solutions

1. Implementing E Learning Solutions Christina Melady Edu697: Capstone A Project Approach Christopher Sorenson March 4, 2013

2. Define E-Learning • Is the use of technology that will enable person to learn anytime or anywhere. • e-Learning is a form of instructional authoring that can be delivered through a CD- • ROM, over the LAN, or on the Internet. It includes Computer-Based Training (CBT), • Electronic Performance Support Systems (EPSS) and Web-Based Training (WBT), as • well as distance learning.

3. Instructional Design Principal • (1) ID is a systematic process rather than a chaotic and random activity; • (2) ID is problem-solving oriented; • (3) ID is learner- and learning-centered in contrast to teaching- or medium-centered; • (4) ID has as its main goal to be effective, efficient, and   Instructional Design Principles 4motivationally instructive; • (5) ID insists on congruence among objectives, instruction, and evaluation; • 6) ID is both empirical and theoretical as opposed to intuitive.

4. Collaboration and Tools • Typical elements of e-Learning material comes from good instructional design and is • similar to what is used in training and educational classes: • ● Introduction or overview • ● Information presentation • ● Practice items with customized, instructive feedback • ● Assessment • ● Evaluation feedback

5. Collaborations and Tools • Instructional authoring of e-Learning, CBT or WBT material requires a methodical • approach. • ● The instructional design of the material should be clear and consistent. This is • not an area to take shortcuts. Up-front planning is a most important element to • e-Learning. • ● The user interface should be intuitive and easy to navigate

6. Collaborations and Tools • Fancy or obscure techniques can discourage a learner from continuing. • ● There should be ongoing and purposeful interaction with and by the student. • ● Real-world applications, exercises and examples are necessary. • ● There must be an effective and systematic assessment of student progress and • achievement. • ● Multimedia should be used primarily to effectively communicate content and • motivate learning, as opposed to showing off the latest technologies.

7. How Learners Communicate, Collaborate and Interact • Collaboration is the social process that supports learners' development of capabilities in which they learn to do without assistance things that they could initially do only with assistance. If learning really is a social process, then collaboration is required. The assistance that learners require may be provided by experts such as teachers and by peers, who collectively have expertise distributed among them.

8. How Learners Communicate, Collaborate and Interact • Specifically, students can learn to approach and solve new problems so that they develop the capability to solve problems that do not exist at the moment of learning. Rather than simply absorbing material, learning rules, and displaying the material and rules on demand, students learn to develop capabilities that they first experience in assisted or collaborative learning situations.

9. How Learners Communicate, Collaborate and Interact • Instant ones, e.g., those requiring 15 minutes, the collaboration for which could occur in class. • Ones with several days to several weeks' duration • Ones with a term-long horizon • 2 What kinds of communication are feasible? Some ways to communicate in collaboration are: • Spoken words uttered in person, in real-time audio on the telephone or streamed over the Internet • Written words represented on paper, on a fax, in an email, in a file, on the Web • Visual representations of thought, such as figures, drawings, charts, and graphs, conveyed in person or through mediating technologies • Combinations of the above ways offered in person or through mediating technologies .

10. How Learners Communicate, Collaborate and Interact • To collaborate, students need: • The task, e.g., a problem or project, the completion of which requires conceptual change in students • A group of students with problem-solving or project-developing capabilities distributed among them • Meaningful assistance for needed capabilities not distributed among group members • Time to interact with each other • Guidance for developing group processes (sample) and assessing their progress

11. Instructional Design Model • Instructional design model tells how to organize appropriate pedagogical scenarios to achieve instructional goals. • Effective instructional models are based on learning theories. Learning Theories describe the ways that theorists believe people learn new ideas and concepts. Often, they explain the relationship between information we already know and the new information we are trying to learn.

12. Instructional Design Model • Instructional Systems Design (ISD) Models that are what DSchneider calls instructional design methods, i.e. “ systematic guidelines instructional designers follow in order to create a workshop, a course, a curriculum, an instructional program, or a training session” (McGriff, 2001). A typical example would be ADDIE. • More general guidelines for designing and developing instruction at various levels of granularity. I.e. such models state what should happen during instruction, e.g. what kinds of activities learners and teachers are involved in. Typical examples are Gagne's behaviorist/cognitivist nine events of instruction or the socio-constructivist model for problem-based learning.

13. Leverage Technology to Enhance Learning Twitter- In more and more classrooms, Twitter is becoming a communication and assignment site for classrooms. This is happening in most of your grade levels. Most of these students using twitter are grades 4 and up. Most students have access to computer or a data phone outside of the classroom setting. There are assignments, communicate post, virtual test and many others that can be utilized for student education. Face book- Just about every student has a face book account. There is a professional side to face book that allows educators to provide a filtered site for them to prepare lesson plans on, post outside assignment due dates that relate to the topic or subject being studied. The instructor can provide a information page that allows the student, and the parent to follow what is going on or coming up in the class. It also offers and instant message capability that works well for one on communication with the student or the parents. Blogs- This is great source for teachers to have for students and parents. This can provide all kinds of information about the class, teacher background, classroom environment, A way to keep an active discussion going in and out of the classroom. You can create a hyper link and attach to the schools page that is provide for you to set up to offer communication and information. Wikis- Another form of communication that you can constantly up date or filter old information off of. You can create a hyper link and attach it to class room news letters or even have newsletters posted for communication with your parents. Have a class calendar.

14. Best Practices for Media Use • What’s happening? - Twitter's status update window is probably best used for sharing and gathering valuable content - links, tools, tips, news, views, recommendations, quotes, interesting or humorous posts from others. This is really a great site to wisely use the 140 characters to recommend the work of others or share your own content with a brief headline and link to a blog, website, or recent article. (Think 80/20 rule - promote others 80% of the time; only 20% personal or The thirds rule - 1/3 = industry related; 1/3 = about your field/company; 1/3 = about YOU). • #hash tags - add the # tag to categorize important posts, breaking news, etc. so that they are captured and can be retrieved by you and others later. • Lists - adding the Twitter ID of others to lists you create is a great way to validate that their tweets are valuable and worth sharing. The number of times a person's ID appears in a similar list throughout the 'twitterverse' is a strong indicator of how well their posts mirror their brand.  List examples: social-media-marketing, job-career-experts, personal-branding. • If your Twitter ID is not appearing in the lists that support your brand objective, it may be time to take a closer look at your tweets and the signals they are giving off.  Maybe a change of content or tone to deliver the right message is in order

15. Best Practices for Media Use • "Do your messages add value?  Would others want to share them?Facebook asks, "What's on your mind?"; Twitter asks, "What’s happening?"; LinkedIn has a "Share an idea, article, question or update" window. • The problem is too many people take this literally and often post messages describing their day-to-day mundane activities.  Most people don't really want or need to know about one's daily routine. • Think "what are you focused on?" What value message can you post that others may want to read and share with others?"

16. How to Manage Virtual Courses

17. Best Practices to Teaching in a Virtual Classroom • Participate before you facilitate. Anyone expected to facilitate or train in a synchronous environment should first experience a synchronous event as a participant. Doing so provides needed perspective for the facilitator that will aid in his or her turn at the controls.  • Be an advocate. Virtual meeting/classroom leaders/instructors must support the initiative and be advocates within the organization. If the leaders/instructors don't like their new roles, the participants will know it, and the success of the initiative will suffer.  • Practice, practice, practice. Don't try a synchronous session without a rehearsal or two. • Learn the technology. Provide ample time and resources for the instructors to learn how to manage the technology in a low-risk situation. • Keep tuned in to the participants. In order for communication/learning to stay active, listen and "feel" for the atmosphere of the participants. Just because eye contact and body language are not available doesn't mean the participants are not sending signals. Avoid letting the session become a passive experience for participants.

18. References • http://scholar.googleusercontent.com/scholar?q=cache:Y_J_qx1PuQYJ:scholar.google.com/+what+is+elearning&hl=en&as_sdt=0,5&as_vis • http://www2.gsu.edu/~wwwltc/howto/enablestudentcollab.htm • http://edutechwiki.unige.ch/en/Instructional_design_model • http://www.parsecinfo.nl/support/whitepapers/best-practice.htm • Smith, P., & Ragan, T. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons