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planning and designing elearning

Page history last edited by PBworks 13 years, 6 months ago

Planning and designing e-learning

this chapter cites http://apu.gcal.ac.uk/pages/resources.htm, Author: Linda Creanor, APU/GAPS

 


 

More and more nowadays teachers turn to more up to date technologies in order to provide their teaching with more flexible approaches. E-learning offers such opportunities, in more than one ways. Mason (1998) proposes three simple models for developing e-learning modules and programs:

 

Content + support or ‘web-enhanced’ model

This is probably the most common framework where most of the teaching still takes place face-to-face and the course itself is based around a core set of materials and resources. These may be made available in print or online, and students will engage in a limited amount of activity using email or online discussions. E-learning may account for approximately 20% of study time.

 

Wrap-around or ‘web-enabled’ model

Here, digital resources, including online study guides, activities and discussions, are

combined with existing core resources such as books, CD-ROMs and tutorial sessions. The students will be more involved in online activities such as discussions, group work, even video and audio-conferencing, all of which are enabled by the technology and are integral components of their learning experience (50%). As less of the course is predetermined, students will take more responsibility for their own learning and the lecturer’s role shifts towards that of learning designer and facilitator with subject expertise.

 

Integrated or ‘web-dependent’ model

In this model, the learning and teaching is mostly, or even entirely, conducted online and the distinction between content and support is less clearly defined. Its success depends on the creation of an effective learning community in which students will work collaboratively on a variety of activities and assignments which will in turn influence the course content. In this context the lecturer’s expertise in moderating discussions and encouraging the formation of the learning community is crucial.

 

In reality, the requirements of each subject discipline and the level of study will also determine the choice of framework, but the three models described do provide a useful basis for discussion and decision-making.

 

e-learning scenarios

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