Theories of Learning, Emerging Technologies & Authoring Tools for Course Design and Development

AUTHORING TOOLSTHEORIESOFLEARNING,EMERGINGTECHNOLOGIES&
For Course Design and Development
REMO-TITO AGUILAR MD, FPOA
EDDE 203
@bonedoc

“In designing and developing DE
courses, your CHOICE of authoring
tools IMPACTS learning”

Let’s say you are looking for authoring
tools to effectively design an eLearning
module for healthcare professionals..

You researched and found many
authoring tools available to you.

WHICH TECHNOLOGY ARE YOU GOING TO USE?

OBJECTIVES
þ  Understand how theories of learning
IMPACTS our choices of AUTHORING
TOOLS for course design and development
þ  Select an authoring tool using theories of
learning as basis

Emerging technologies Authoring toolsTheories of learning

What are Emerging technologies?
“are tools, concepts, innovations and
advancements utilized in diverse
educational settings to serve varied
education-related purposes”
( Veletsianos, 2010)

Five characteristics of Emerging
technologies

1. May or may not be new.
Many ET are new, some existed in other
sectors or organizations for years!

2. “Evolving organisms” in a state of
“coming into being”
Technologies and practices in continuous
state of refinement and development.

Probably good to research on what part
of this cycle an ET is!
3. Goes through a “hype cycle”

4.1 Not yet fully understood
Like, the affordances of social
networking sites in academic medicine

Or research are superficial, case studies
at most
4.2 not yet fully researched

5. Potentially disruptive
…but potential often unfulfilled (e.g open
access journals)

1.  We are still learning what is possible to achieve with these
technologies.
2.  An opportunity to explore how we can enhance educational
practice.
3.  It may be necessary in the future to develop different theories,
pedagogies and approaches to teaching, learning, assessment
and organization.
4.  Technologies cannot be seen as being “out of context”- emerging
in one area and established in another or within the same area,
country or geographic locations.
5.  Technologies developed for purposes other than education may
find its way into educational institutions and processes and once
integrated into practice are molded by micro educational
practices
6.  ET can be ideas, theories and approaches.
Implications of using emerging
technologies in educational contexts
( Veletsianos, 2010)

“Theories force us to look deeply at
big-picture issues and grapple with
the reasons why our technology use is
likely to enhance teaching and
Learning.”
–Terry Anderson in Veletsianos , 2010

1. Presentational View focuses on theory and
practice that make our discourse and visualizations
more accessible to learners ( Cognitive Learning)
Larreamendy-joernsandlienhardtviewsof
technologyuseanddevelopment

2. Performance Tutoring derives its roots from the
feedback, reinforcement, and theory of behavioral
psychology (Behaviorism )

3. Epistemic engagement view (Constructivism)

CONSTRUCTIVISM
Learning based on experiences form
environment..

Create learning activities that allow
effective behavior to emerge and evolve
while extinguishing ineffective ideas
Complexity theory
https://cospacenorth.com/event/understanding-complex-and-complicated-problemssystems/

Theories that evolved since the
development of the web
Net aware theories of learning
http://www.linkinglearning.com.au/learning-through-connections-in-theory/

AGENT ASSISTANCEHIGH QUALITY,
LOW COST
COMMUNICATION
ABUNDANCE OF CONTENT
Affordances of the educational semantic web
CONNECTED
LEARNING
Read/Write
Web 2.0
Filtering
Mash up
Updating
Automated
facilitation
Net as OS
(Anderson and Whitelaw, 2004)

1. Powerful yet low cost communications.
2. Net creates a context that moves us from
information and content scarcity to
abundance.
3. Active and autonomous agents can be set on
loose on the net to gather, aggregate,
synthesize and filter for content and
communication that is relevant to
organization/individual
Affordances of net aware theories of learning

Pedagogy of Nearness (Mejias)
“Net infused learning serves to facilitate, document
and deepen placed based communication and
relationship”
(Ellison, Steinfield, & Lampe, 2007)
Img src https://blog.ulisesmejias.com/tag/nearness/

Heutagogy
“Heutagogy’s emphasis on self-direction
and capacity of heutagogy focuses on the development of efficacy in
utilizing the tools and information sources available on the Net”
-Terry Anderson in Velstianos 2010
img src Joanamkay

CONNECTIVISM AS A LEARNING THEORY
FAMILIAR GROUP NETWORK
LEARNING
ACTIVITIES
COLLECTIVES
(George Siemens And Stephen Downes, 2005)
image source https://www.slideshare.net/catherinefarrant/connectivist-learning-theory

“Pedagogy is the driver,
technology is the
accelerator”
–Michael Fullan

What are authoring tools?
“Also known as authorware, a program that helps you write hypertext or
multimedia applications. Authoring tools usually enable you to create a final
application merely by linking together objects, such as a paragraph of text, an
illustration, or a song. By defining the objects' relationships to each other, and by
sequencing them in an appropriate order, authors (those who use authoring
tools) can produce attractive and useful graphics applications. ”

1. Interactivity
2. Playback
3. Delivery
4. Editing
5. Organizing
6. Programming
7. Cross-platform
8. Internet playability
What are the features of authoring tools?

Timeline
Based
Template
based
Object
based
What are the types of authoring tools?

What are examples of eLearning
development authoring tools?
Brainshark Learning Cloud®
http://www.brainshark.com/solutions/learning-
cloud.aspx
Claro®
http://www.dominknow.com
Course Avenue Studio®
http://www.courseavenue.com
D2 Interactive Multimedia Instruction Framework®
http://www.d2teamsim.com/d2-products/DIF.html
GoMo Learning Suite®
http://www.gomolearning.com/
Ilias SCORM Editor (open source)
http://www.ilias.de
Lectora Online®
http://trivantis.com/products/lectora-online-authoring/
Luminosity Studio®
http://www.cm-group.co.uk/products/elearning-
authoring-solution/
Mohive®
http://www.crossknowledge.com/en_GB/elearning/
technologies/mohive.html
Oppia (open source)
https://www.oppia.org/
RapideL®
http://www.rapidel.com/
Litmos Author®
https://www.litmosauthor.com/
Skilitix Interact®
http://skilitics.com/interact/overview/
SmartBuilder®
http://www.suddenlysmart.com/smartbuilder.htm
Udutu (free)
http://www.udutu.com/
ZEBRAZAPPS®
https://zebrazapps.com/
Desktop-based eLearning development tools
CLOUD-BASED ELEARNING DEVELOPMENT TOOLS
Berking, 2016

What are examples of eLearning
development authoring tools?
• Impression Learning Content Framework®
http://impressionlcf.com/
• iSpring Suite®
http://www.ispringsolutions.com
• Learn®
http://www.sumtotalsystems.com/enterprise/learn/
• learningMaker®
http://www.netexlearning.com/en/learningmaker/
• Learning Suite®
http://www.kenexa.com
• Lectora Inspire®
http://trivantis.com/products/inspire-e-learning-software/
MOS Solo®[free]
http://www.moschorus.com/centre/MosPub/solo_en/index.html
• Multimedia Learning Object Authoring Tool®(free)
http://www.learningtools.arts.ubc.ca/mloat.htm
• Obsidian Black®
http://obsidianlearning.com/
• SmartBuilder®
http://www.smartbuilder.com/product/smartbuilder
• Storyline®
http://www.articulate.com
• Xerte [open source]
http://www.nottingham.ac.uk/xerte/xerte.htm
•  Adapt [open source]
https://community.adaptlearning.org/
• Captivate®
http://www.adobe.com/products/captivate/
Content Publisher®
http://www.elicitus.com
• Course Builder (open source)
https://code.google.com/p/course-builder/
• CourseLab®
(available as a commercial product (latest version) and as
freeware (earlier version))
http://www.courselab.com/view_doc.html?mode=home
• e-Learning Suite®
(a suite of tools – the primary authoring tool is Captivate)
http://www.adobe.com/products/elearningsuite/
• eXe [open source]
http://exelearning.org/
• EXPERT Platform (open source – limited to government and
non-profit organizations)
for information contact Bill Bandrowski – band@ctc.com
• Expert Author®
http://www.knowledgequest.com
• GLO Maker [open source]
http://learning.londonmet.ac.uk/RLO-CETL/glomaker/
index.html
Desktop-based eLearning development tools
Berking, 2016

1.  Determine your high-level requirements.
2.  Your high-level requirements should focus on the following areas:
a.  Target platform
b.  Type(s) of training (sometimes multiple types are required in your
organization)
c.  Particular learning functions needed, especially social learning
functions such as wikis, blogs, forums, and chat.
d.  Level of interactivity
e.  Skill sets of authors
f.  Need for non-technical staff to edit content
g.  Output file format (see 5.7. File formats)
h.  Standards compliance for output files (see 5.10. Standards
support)
i.  Kinds and levels of support and training required by the tool
j.  Interworking and/or compatibility with other tools or software you
will be using
k.  Collaborative authoring (vs standalone authoring)
l.  Number, roles, and distribution of potential tool users
m.  Bandwidth and other IT constraints and opportunities
Process of choosing your authoring tools
Berking, 2016

1.  Determine your budget for purchasing the tool and associated support/
training contracts.
2.  Determine categories of tools you will need
3.  Identify specific tools for the key categories identified in the previous
step
4.  Develop and complete a matrix that allows assessing the tools
identified in Step 5 against your requirements developed in Step 1.
5.  Filter the list of potential candidates, eliminating those that do not meet
your minimum requirements and/or are over your budget
6.  Compile a detailed and complete features list for all of the remaining
candidate tools.
7.  Develop a matrix (see the Appendix B: Sample Tool Features Rating
Matrix for a sample) that compares the systems identified in Step 7
using the features list developed in Step 8.
8.  Contact the top scoring vendors (three to five is a reasonable number)
from the previous step and ask for a live presentation/demo
9.  Make your decision based on the results of the previous step, taking
into account the total cost of ownership (TCO), including the
application, training, upgrades, maintenance, and any intangible
items.
Process of choosing your authoring tools
Berking, 2016

“In an environment where there’s rapid, cyclic
emergence of DE technologies, theories of
learning should guide our choice of
technology in designing and developing DE
courses. On the other hand, theories of
learning should also be enriched by practice
of this DE technologies”

Points For
Discussion
1.  What would be your most important
consideration in choosing an authoring tool
for designing and developing E-Learning
course in your practice?
2.  What theory of learning are you most inclined
to form basis for your choice of authoring
tools?

– Prof. M. Bandalaria
REFERENCES:
1.  Beal, V. (2018). What is Authoring Tool? Webopedia Definition.
Retrieved from https://www.webopedia.com/TERM/A/
authoring_tool.html
2.  Berking, P. (2016). Choosing Authoring Tools. Advanced
Distributed Learning (ADL) Co-Lab retrieved from https://
eclass.teicrete.gr/modules/document/file.php/TP271/Reading
%20material/ADL_ChoosingAuthoringTools_2016.pdf
3.  Veletsianos, G. (2010). Emerging technologies in distance
education (pp. 3-39). Athabasca: AU Press.

THANK YOU!
REMO-TITO AGUILAR MD, FPOA
EDDE 203
@bonedoc

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