Delivering E-Learning: A Complete Strategy for Design Application and Assessment

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These have attracted the attention of researchers to an ever-higher degree in recent years. The NMC Horizon Report HE Edition refers to a medium-term trend of using digital tools to measure knowledge and skills acquisition in online learning environments, including collaboration and creativity Adams Becker et al. According to the Times Higher Education Teaching Survey , half of academics and 68 per cent of administrators agree that students benefit from digitised content, but they evidence less enthusiasm for recording lectures and putting them online.

Delivering E-Learning: A Complete Strategy for Design Application and Assessment

The use of social media for instructor-student contact is still not widespread as many academics feel the pressure of constantly being in demand by students Grove, Crossbreeding between social network sites and e-learning is increasingly observable. This development and the proliferation of MOOCs are some of the most interesting but controversial trends in higher education right now Johnson et al. Early research shows that MOOCs are indeed contributing to online learning, though more empirical research is needed Gamage et al.

e-learning Instructional Design online pedagogy elearning ID distance education strategy models

The measure of the success or failure of whether technology-driven education delivers the promised success can be determined through rubrics based on traditional principles, updated to cover the introduction of new technologies. In this manner, different instructional strategies can be devised to serve the different learning domains, including intellectual and cognitive strategies, attitudes, etc. Fenrich, , p. Graham et al.

These principles have been adapted for online education: Principle 1: good practice encourages student-faculty contact. Established frameworks began to be adopted and adapted to e-learning. Communication interaction and collaboration — Criteria: 2. Student evaluation and assessment — Criteria: 3. Learner support and resources — Criteria: 4.

Web design — Criteria: 5. California State University provides a Quality Online Learning and Teaching instrument to measure the effectiveness and quality of online courses Christie, The instrument can be used for both self-evaluation and peer evaluation. It consists of 58 objectives in ten sections: Section 1: course overview and introduction eight objectives.

How do we transform the future practice of digital learning?

The University of Malta provides Minimum Standards for Study Units in the VLE with a shortlist of suggested elements that must be provided in face-to-face courses complemented by online study units blended mode to meet minimum standards. Indeed, quite significantly, these guidelines do not make any reference to pedagogy for e-learning. The following are the elements listed in the advisory by the University of Malta www.

A score of 85 per cent qualifies a course to receive a QM certification for quality in course design. The rubrics referenced in this document all have common criteria that cover the most basic elements that an online course should satisfy if it aspires to provide effective teaching and learning. The four institutions under analysis all cover most — if not all — the criteria derived from the synthesis of their rubrics.

The former allows the adopter of the rubric to assign the same weighting range to all criteria one to three points according to the extent to which it is met or not, while the latter sets specific number of points one, two or three to be awarded to any individual standard when it is met no points for partial or non-fulfilment. The synthesis of the four rubrics just referenced has produced the following comprehensive rubric that covers all the aspects mentioned by the four institutions. This rubric has not been tested in lab setting or a real-life scenario.

Ten main standards and specific standards are as follows: Instructional design — an analysis of the learning needs and the use of appropriate strategies and methods to meet them: Structure of learning. Learning outcomes — what learners need to achieve to have successfully completed the learning process.

Course opening — welcoming learners: Accessibility — the instructor gives clear instructions on how to access all elements of the online learning environment. Role — the instructor gives clear information about his professional role in the learning environment. Description — a course description with pre-requisites if any , clear learning outcomes and what is expected of the learners is provided.


Behaviour — the learners are made aware of regulations, policies and ethics than govern the course. Technical competences — the learners are made aware of the technical competences needed to successfully reach the learning outcomes. Assessment of learning — determining what the learner has learnt and subsequent accreditation: Goals and objectives — the learners are aware of what is expected of them when they are assessed. Strategies — clear, well-defined and measurable assessment of learning outcomes suited to the level of the learners. Grading — grades are given in a fair and transparent manner through appropriate assessment instruments sanctioned by the institution.

Feedback — both instructor and learners are given the opportunity to provide feedback related to grading.

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Management — learners have access to their grades and feedback at all times so that they can track their learning progress. Interaction and community — the exchanges between instructor and learners that build a community that supports teaching and learning: Fostering — the instructor welcomes learners and gives them the opportunity to communicate and create an online environment that fosters peer learning and engagement. Management — community building is supported by clear instructions, rules and regulations. While the instructor facilitates engagement, learners are invested with the ownership of community building.

Peer learning — group work and other activities that foster peer learning are encouraged and structured not only to fulfil the learning outcomes, but also to present learners with an opportunity to learn skills and competences that go beyond such outcomes, e. Instructional resources for teaching and learning: Provision — learning materials are either provided by the instructor or the learners are given enough time to procure such resources.

The difference between compulsory and optional resources is to be made clear. Application — the instructor clearly explains how the resources are going to be applied and utilised. Entitlement — the instructor makes sure that the resources indicated to fulfil the learning outcomes are open and accessible by all the learners without unwarranted technical, financial or administrative barriers.

The use of OER should be encouraged. Variety — learning resources are varied in terms of the multimedia content and multi-modal delivery channels to cater for the different learning preferences of learners. Openness — the instructor should give learners the opportunity to suggest their own resources for adoption in the course. Academic support — learners know how to obtain such services as mentoring, advice and other skills that support them in achieving the learning outcomes.

Technical support — learners know how to obtain technical support to overcome potential issues in accessing the learning area and achieving the learning outcomes. Administrative support — learners know how to obtain administrative support to overcome potential issues in accessing the learning area and achieving the learning outcomes. Technology design — technology is at the service of teaching and learning: Support — all the utilised technologies and resources support the achievement of the aims and objectives of the instructor and the learning outcomes for learners.

Centricity — all technologies and resources used support a learner-centric rather than an instructor-centric educational approach. The learners must be in control and technology must assist them in achieving the learning outcomes. Openness — the technical infrastructure used to deliver the teaching and learning is procured and implemented according to open standards and formats that maximise the value for money and the range of options to fulfil the learning outcomes and the academic needs of faculty and learners.

What is instructional design?

Once you are done with the set of steps, proceed to the complexities and workarounds to get the big picture. Your Role: At ellicom, the Director of Pedagogy is a passionate program designer, a lover of all things technology, creative, innovative and a great team player. You have excellent English verbal and written communication skills. The proposed comprehensive rubric does not provide a scale for assigning points when applied, thus giving a weighting to the elements of the rubric perceived as more important than others. The following are the elements listed in the advisory by the University of Malta www.

The instructor provides alternative resources if any of these are not easily accessible for technical reasons related to special needs of learners. Seller Inventory n. Condition: NEW. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 10 working days. For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal.

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Neuware - Delivering E-Learning describes a new and better way of understanding e-learning. Kenneth Fee. Publisher: Kogan Page , This specific ISBN edition is currently not available.

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View all copies of this ISBN edition:. Synopsis About this title Delivering E-Learning describes a new and better way of understanding e-learning. About the Author : Kenneth Fee is a learning and development consultant, specialising in e-learning strategy. Buy New Learn more about this copy. International Edition. About AbeBooks. Other Popular Editions of the Same Title. Search for all books with this author and title.

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