The Power of eLearning

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					The Power of eLearning
             Chapter 3
   The Elearning Planning Process

       Presented by Dr. Joyce Harvey
              March 31, 2006
              The Format
              12:00 – 1:00

• 12:00 – 12:30
  Lunch and Presentation of Chapter 3

• 12:30 –12:55
  Break into teams of 4-5 people and discuss
  the material being studied
       Overview of Chapter 3
• The Importance of Elearning Planning
• The VPODDDA (Vision, Profile, Objectives,
  Design, Development, Delivery, Assessment)
  Course Instruction Cycle
• The VPODD (Vision, Profile, Objectives, Design,
  Development) ELearning Planning Model
• Iterative Refinement
• Reusable Elearning Resources
   The Importance of Elearning
• Provides a frame of reference for
  considering all the important elements
  needed in an effective elearning course
• Helps you focus on elearning pedagogy as
  well as on technology
• Helps you set realistic goals
 The VPODDDA Instruction Cycle

• The Vision Phase – develop overview of the
  – Course content
  – Organization of topics
  – Goals of the course
 The VPODDDA Instruction Cycle
• The Profile Phase - Collect and assimilate
  information about the course
  –   Prerequisite knowledge (students)
  –   Hours of instruction
  –   Class enrollment
  –   Required expertise (instructor)
  –   Location of class
The VPODDDA Instruction Cycle
• The Objectives Phase - Formulate course
  objectives (statements of measurable
  behaviors---student outcomes)
• The Design Phase
  – Identify learning activities
  – Design the resources to be used in the activities
  – Organize activities into coherent whole
The VPODDDA Instruction Cycle
• The Development Phase – prepares
  lectures, assignments, tests and other
  resources conceived during the design phase
• The Delivery Phase
  – Students are attending class
  – Instructor is facilitating learning
  – Instructor is processing student feedback
The VPODDDA Instruction Cycle
• The Assessment Phase – obtaining formal
  – Student performance
  – Instructor performance
 The VPODD Elearning Planning
Based on the first
 five phases of the      Vision
VPODDDA course           Profile
instruction cycle       Design
 The VPODD Elearning Planning
• Assumptions about the instructor
  – Is subject matter expert
  – Has access to a LMS
  – Possesses the requisite computer skills for
    creating an elearning course
  – Will actually plan and develop his/her own
    instructional environment
       Vision Planning Phase
• Create a vision for how you want to use
  elearning in your course
  – Why do you want to use elearning?
  – What do you want to accomplish?
  – Can elearning enhance your current teaching
  – What are your teaching strengths and
   Profile Planning Phase
 Collect and process information about
yourself as the instructor, the students and
the environment in which you will deliver
                 the course.
      Profile Planning Phase
• Instructor Profiling
  – Is your knowledge of elearning adequate to
    plan and develop an elearning course?
  – Are you willing to commit to obtaining
    knowledge about elearning ( time-consuming
    and ongoing)?
      Profile Planning Phase
• Student Profiling
  – What are the demographics of your class?
  – Will any of your students have disabilities?
  – What instruments and procedures will you use
    to determine whether your students have the
    required prerequisite knowledge and technical
    skills to undertake your class?
  – What are your students’ learning styles?
      Profile Planning Phase
• Environmental Profiling
  – What is the anticipated size of your class?
  – What computer technology is available to
    support the development and delivery of your
  – Will your course be offered totally online or in
    a hybrid delivery mode?
   Objectives Planning Phase
• Two categories:
  – Course content objectives, which are specific
    and stated in measurable terms
  – General knowledge objectives address
    knowledge derived from any course, i.e.
     • Critical thinking skills
     • Verbal and written communication skills
     • Lifelong learning skills
Design and Development Planning
• Design Phase: conceive and design the
  individual resources of your course
• Development Phase: create and implement
  these resources and organize them on your
Design and Development Planning
         Phases (Cont.)
• Four categories of resources
  –   Getting-started resources
  –   Course content resources
  –   Policy and procedures resources
  –   Course and coursesite assessment resources
Design and Development Planning
         Phases (Cont.)
• Getting-started resources:
  – Course syllabus
  – Welcome message posted as an announcement
  – Staff information
  – An introductory electronic discussion to get
    students comfortable with the elearning
  – ―How-to tutorials on coursesite orientation
Design and Development Planning
         Phases (Cont.)
• Course Content Resources
  – Content delivery resources, i.e., lecture notes,
    slide shows, multimedia presentations
  – Assignment resources, i.e., reading
    assignments, group projects and or discussions
  – Student assessment resources, i.e., tests, self-
    evaluations, peer evaluations, grading student
    participation in online discussions
Design and Development Planning
         Phases (Cont.)
• Policy and Procedure Resources
  – Policies must be posted regarding
     • How to submit assignments electronically
     • What to expect when a technology failure occurs
       and an assignment is due
     • What kind of student email you will answer and
       how promptly
     • What you will and won’t do for students who need
Design and Development Planning
         Phases (Cont.)
• Policy and Procedures Resources
  – Procedures are plans for dealing with
    foreseeable events that will affect your
    students’ use of course resources
     • What you will do if you are teaching a class and the
       technology you need to conduct it fails
     • How to deal with students who have very weak
       communication skills
     • How to deal with students who are incompetent in
       using the computer
 Design and Development Planning
          Phases (Cont.)
• Course and Coursesite Assessment Resources
  – Instruments to assess the success and usability of
    your coursesite
     • How easy it is to use your coursesite and related
     • Whether the leaning activities led to obtaining related
       course objectives
     • How good a job did you do as an instructor
       Iterative Refinement
In any phase of the VPODDDA instruction
  cycle, you can return to one of the VPODD
  planning phases to change your elearning
  – Formative evaluation (conducted during the
  – Summative evaluation (conducted after course
 Reusable Elearning Resources
• A learning object is a specific learning
  activity or ―chunk‖ of instruction, (i.e.,
  discussion questions, lectures, slide shows).
• Objects can be reused and repurposed—
  shared by other instructors who teach the
  same course or different courses.
• Standards are critical.