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Designing E-Learning: From Goals to Learning Objects

This chapter explores the process of designing e-learning courses, including defining goals, analyzing learner needs, selecting teaching approaches, and creating learning objects. It also covers instructional design concepts and strategies.

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Designing E-Learning: From Goals to Learning Objects

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  1. Chapter 1 Designing e-learning

  2. Definition of e-learning E-learning is the use of electronic technologies to create learning experience.

  3. Types of e-learning courses A course with some on-line elements A Hybrid Course A course taught entirely online Identify this in the written part of your project

  4. What is instructional design? includes • Goals • Teaching strategies • Content • Technology choices Explain these in the written part of your project

  5. General Steps • Identify your main goals (Goals of the course- based on standards, curriculum- ) • Analyze learners’ need (what type of students?) • Identify what to teach (based on your experience and #1) • Set learning objectives (Goals of the lesson- more specific than goals) • Identify prerequisites • Pick the approach to meet each objective (general approach for each objective (e,g,. Slide 16) • Decide the teaching sequence of your objectives • Create learning objects to accomplish objectives • Create tests • Select learning activities • Choose media

  6. 1- Identify your main goals Types of goals • Financial • Intellectual (educational) • Costumers • Employees • Operations (improving efficiency) • Reputation

  7. 2-Analyze learners’ need • Motivation for learning • Psychomotor skills • Attitude and mindset (dispositions) • Mental discipline (ability to recognize and respond wisely) • Communication skills • Social skills • Talents and intelligences • Media preferences • Background knowledge and experience • Learning conditions • Locus of control • Style of prior education • Digital fluency Include this in your written part of the project

  8. 3-Identify what to teach (Education) • Identify essentials (curriculum and standards) • Analyze the gap between real and ideal performance (what they need for their future job) - [Design for how People Learn (2012), by Julie Dirksen.] • Analyze How people learn (learning theories) Telling Ain't Training 2nd edition By Harold D. Stolovitch, Erica Keeps • Ask “those who should know” (best practices – online resources BUT don’t blindly copy) • Analyze critical incidents (academic failures) • Don’t let the “content committee” decide (don’t blindly follow them. Rely on your own experience and abilities)

  9. 4- Set learning objectives

  10. Good Objectives • Clear • Specific • Worthy

  11. Good Bad Objectives • Bad -The student will understand the processes of inductive and deductive reasoning • Good - The student will listen to several letters read from the editorial page of a newspaper or magazine. He/she will participate in a discussion about the type of logic employed, the effectiveness of the evidence, and the validity of the argument.

  12. Good Bad Objectives • Bad - Students have the ability to take new information and break it down into parts to differentiate between them. • Good - Students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs.

  13. Good Bad Objectives • Bad : “student can say goodbye in German” • Good: student can say at least 10 common words in German.

  14. Primary and secondary objectives Primary • Create (has to be original; not from scratch; could be an object, a concept, a plan) • Decide (going beyond following procedures / making judgment or decision based on what is known) • Do (performing a procedure without having to make decisions, procedures could be mental or physical) Secondary • Know (recall, knowing how to find, knowing how things work) • Believe (the learner is convinced that…) • Feel (how students will feel about…/ how confident they are)

  15. 5- Identify prerequisites • Why learners may fail to accomplish the objective.

  16. 6- Pick the approach to meet each objectivechapters 2-4 • Standalone e-learning • Games and simulations • Virtual-classroom e-learning • Physical-classroom learning • Coaching (mentoring-tutoring) • Referring to learning resources • Searching online resources • Interacting with a social network • Letting learners find the solution on their own • Changing external factors (in some organizations, often, the best way to meet an objective is not learning what others do. try to change the rules/standards)- • Blending if necessary

  17. 7- Decide the teaching sequence of your objectives • Bottom up (teach basics first then show the whole picture) • Top down (show the whole picture first, then teach details) • Sideways (learners choose how to start and continue)

  18. 8- Create objects to accomplish objectives A learning object is a chunk of electronic content that can be accessed individually and that completely accomplishes a single learning objective and can prove it.

  19. Features of Learning Objects • May contain text, graphics, animation, video, voice, music, and other media • Can be accessed individually through a menu, search engine, or just a “next button” • Appears to the learner to be separate from other objects • Completely accomplishes a single learning objective • Contains the means to verify that the objective was met. • Can serve multiple purposes and may contain other learning objects.

  20. Steps of designing learning objects • A- Create Tests • B- Select learning activities • C. Choose Media

  21. Select learning activities To accomplish learning objectives, we typically require 3 types of learning activities: • Absorb • Do • Connect

  22. Examples of Absorb • Presentations • Readings • Stories by the teacher • Field trips

  23. Examples of Do • Practice by applying their skills • Discovery (experimenting and exploring) • Games and simulations ( discovery in a safe environment, gain insight, and confidence)

  24. “Connect” activities Connect what they are learning to their work, their lives, and their prior knowledge

  25. Examples of Connect • Ponder (stop and think about the subject more broadly and deeply) • Questioning (let learners ask questions and obtain answers to their individual questions) • Stories told by students (requires learners to share their experiences) • Job aids (checklists, manuals, glossaries, calculators, templates, models) • Research (identify learning resources on their own)

  26. C- Choose Media • Each object may require a different mix of text, graphics, sound, voice, music, animation, and video. • What medium is essential to accomplish my objective? • What medium could you not do without?

  27. Compare ADDIE with Horton’s model

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