Session 1 e-Learning
The document discusses best practices for organizing e-learning programs based on research. It defines distance education and compares teaching approaches for face-to-face vs distance delivered instruction. Key indicators of quality for mission, curriculum, faculty support, students, sustainability, and evaluation are outlined. Rules of thumb are provided for designing distance courses based on an equivalency theory for achieving similar learning outcomes for distant and local learners.
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Session 1 e-Learning
- 1. Best Practices andOrganization for e-Learning G. Andrew Page University of Alaska Anchorage
- 2. What do weknow? What does the research say?
- 3. Definition of DistanceEducation Institution-based formal education where the learning group is separated, and where interactive telecommunications systems/media are used to connect learners, resources and instructors .
- 4. Teaching Face toFace Instruction Distance Delivered Instruction
- 5. Student versus Teacher-CenteredApproach
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- 12. Indicators of Quality:Mission Positive Explicit statement of purpose of distance education in the organization’s mission statement Warning Signs Two separate approaches- DE v. F2F Two target populations
- 13. Indicators of Quality:Curriculum Positive Faculty oversight Faculty course design Warning Signs No ID Support “ Cookie-cutter” course design
- 14. Indicators of Quality:Faculty Support Positive Faculty development process Instructional design support Warning Signs Direct conversion of F2F to DE Two course evaluation systems
- 15. Indicators of Quality:Students Positive Strong technology support – 24/7 Academic advisers for DE students Warning Signs Some services must be accessed F2F Confusion about contact people
- 16. Indicators of Quality:Sustainability Positive Systematic approach applied Clear plans for future Warning Signs History of started and stopped programs Administrators know, but others do not
- 17. Indicators of Quality:Evaluation and Assessment Positive Evaluation results used for continuous improvement Input from faculty and students Warning Signs Large number of drop-outs Record of many complaints
- 18. US DOE TechnologyPlan Strengthen Leadership Consider Innovative Budgeting Improve Teacher Training Support e-Learning and Virtual Schools Encourage Broadband Access Move Toward Digital Content Integrate Data Systems
- 19. Best Practices Logicaland Intuitive Organization Multimedia Use to Present Content High Quality Production Standards Content-Rich Design Meaningful, Quick and Meaningful Interaction Self Pacing Apparent Continuous Evaluation and Revision What do students say? Click here!
- 20. Rules of ThumbFor a typical 3-credit course 90 -130 hours of student involvement 10 – 25 students/instructor Clear organization ~ 45 topics, 15 modules, and 3 units Build Communities >5 <10 Grade often and everything <1 instructor posting to 4 student postings
- 21. Equivalency Theory ofDistance Education “ Learners, distant and local, should be provide equivalent learning experiences in order for them to achieve similar learning outcomes”
- 22. Learning Experiences Anythingthat happens to or with a student that promotes learning, including what is observed, felt, heard, or done.
- 23. Chunking of InformationPre-Chunking Post- Chunking
- 24. Equivalency Units (vs. Carnegie Units) Modules (3-5/Unit) Topics (3-5/Module, each with a Learning Outcome)
- 25. 3 x 5x 5 Approach 3 Units/3Credit Course 5 Modules/Unit 5 Concepts/Module & 1 Objective/Concept
- 26. 1 Semester Credit= 1 Unit = 5 Modules = 15 Concepts
- 27. Best Practices: DECourses Design 15 concepts/topics per credit 40-50 hours of student time per credit
- 28. Best Practices: InstructionContent Readings Viewings Listenings Interaction Chats Discussions Teamwork Email VOIP Telephone Live Presentations E-Live! Assessment Exams Presentaitons Writing Journals Blogs