E Learning Primer
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The document reflects on the development of e-learning materials, highlighting both positives such as increased access to information and negatives like the reliance on technology and issues with student engagement. It suggests that technology must suit the audience and add value to the teaching and learning material while exploring various teaching methods, including behaviorist and constructivist approaches. It concludes with considerations for learner management systems and the importance of maintaining some level of face-to-face interaction in educational settings.
E Learning Primer
- 1. Developing e-Learning Materials Johannesburg: 22 nd July 2005
- 2. Past Reflection Negatives Time! training / skill acquisition Initial enthusiasm decreases when the ‘reality’ hits home Security – Accessibility to resource ICT seen as ‘add-on’ / removed from normal teaching and learning Expensive Lack of Robustness Portability Poor use of ICTs (lacks human element) Plagiarism Sexist / Ageist ICT people lack social skills If you don’t use, you lose! Reliance on the ‘Champion’ Not Reliable! Disk failure. Lose work!
- 3. Past Reflection Positives Simulations (volcanoes) Learners force teachers to learn ICT skills Free MS Licenses Typing exam papers (?) Life is easy! / Productivity Access to enormous amount of information! Increases access to your intellect! Break the barriers of geography
- 4. Key Questions Does the technology suit the audience? Does the technology support the material? Does the technology add value? Shopping Basket List those aspects that you ‘Like’ Identify what you think does not ‘Work’ Identify ‘your’ content that might benefit
- 5. Computer Attributes Stimulus-Response Repetition Re-enforcement Deductive Reasoning Motivation ‘ Discovery learning’ Manipulation Metacognition Problem Solving … impact on the way we teach?
- 6. Styles, Methods & Techniques Teaching style (Behaviourist Constructivist)
- 7. Behaviourist Methods Tutorials Drill and Practice Simulations Games
- 8. Tutorials Predetermined order Student is exposed to the stimulus sequentially The student is channelled through a number of stages and develops specific skills of ever increasing sophistication.
- 9. Tutorials Allows students to progress according to their ability. The individual paces the lesson. Allows for both remedial and extension studies These programs can track progress Some tutorials can provide simple assessment Not student centred. Students have very little say over content and method. Not suitable for courses that require ‘thinking outside the box.’
- 10. Drill & Practice These programs allow the user to practice a skill until he has mastery They offer copious examples of the exercise They encourage individual users by offering remedial, normal and extension levels of difficulty None or limited tutoring is provided The basic principles still need to be taught by the teacher Not student centred
- 11. Simulations Low cost alternative to the real thing (e.g. Flight simulators) Virtual reality approximates the real world Expensive Lends itself to courses that require a complex yet specific skill to be learned by the user.
- 12. Games High Motivation Levels Mixes both game play and serious learning Fixed content Students can ‘miss the point’ Time consuming for the amount of learning that takes place.
- 13. Constructivist Methods Scaffold Collaborative Learning Construct own knowledge
- 14. Constructivism Computer can provide learning scaffold Base sources prepared Student needs to discover information Student needs to analyse information for usefulness Student needs to manipulate information Student needs to present and teach the information
- 15. Techniques Drag and drop Multiple choice (numerous derivatives) Fill in the missing word Graphing tools Graphic environments for simulations Mouse-overs for layers …
- 16. Learner Management Systems Advanced Communication tools Tracking of learner progress Results archive
- 17. Learner Management System Navigation Communication tools Course Material
- 18. LMS: Chat
- 19. LMS: Forum
- 20. LMS: Reports
- 21. Key Questions Does the technology suit the audience? Does the technology support the material? Does the technology add value?
- 22. Possibilities? LMS – ‘community of practice’ Video – Scenarios for discussion @ monthly meetings Videos – Sexual harassment, conflict management Assignments – Build PowerPoint/Web Page for assessment (Can be done at a distance) CD – Materials for Reader LMS – Enhance the distance learning contacts sessions Use to train facilitators Create electronic portfolio/journal. Policy/learning – Build archive of electronic versions of policies and legislation available on support CD Materials? School Manager – Interviews Scenarios Financial Skills – Human Resources module simulations can be done online. Simulations for new principals. Different situations Immediate responses from computer Materials must be contextual Materials must not cut out physical contact (70% face to face vs 30% online) Portfolio evidence must be done traditionally