eLearning Technologies and Methodologies

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eLearning Technologies and Methodologies

• Instructional Design for eLearning
• Instructor Scott Nipper

Certificate Program
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1. Find x.
3 cm
4 cm
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Agenda
Day 1 Introduction Review Psychology of Learning Activity Break Methodologies, Pt 1 Activity Lunch Methodologies, Pt 2 Activities Break More Activities Recap the day Preview of Day 2 Day 2 Review Activity Technology, Pt 1 Break Technology, Pt 2 Lunch Activity Technology, Pt 2 Activity Break Putting it all Together Activity Preview of next class Wrap-up Adjourn
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Program Structure
ID for eLearning Certificate Program Structure
We are here!
Class Title Length CEU Instructional Design for
eLearning 7 hr. .7 Analysis and Planning 14
hr. 1.4 eLearning Technologies Methodologies 14
hr. 1.4 Designing Instructional Content 14
hr. 1.4 Navigation, Storyboards and Prototypes
21 hr. 2.1 Practicum Learning Object Design
and Development 21 hr. 2.1 Total 91 hr. 9.1
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Introduction

• What specific technologies do you use in
  learning?
• What methodologies are you currently using?
• What are your expectations of this course?

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Goals
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Objectives

• Identify methodologies and activities to engage
  learners in an online setting.
• Describe how various learning objects influence
  learner motivation.
• Assess cultural influences on learner motivation.
• Compare F2F instructional methods to
  technology-based instructional methods.
• Identify patterns of user interaction for common
  online learning methodologies.
• Differentiate quantitative and qualitative
  assessments in eLearning.
• Designing formative and summative evaluations of
  eLearning products.
• Use evaluation data to design the eLearning
  objects.
• Identify the types of methodologies that run on
  various platforms.
• Describe eLearning strategies, technologies and
  tools.

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Participant Guide Pages 4-6

• Review
• Psychology of Learning
• Activity

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Where We Are and Where Were Going

• Process of designing instruction for an eLearning
  environment for adult learners, and a basic
  understanding of the language of elearning
  design. (Class 1)
• Analysis and planning considerations for design
  and development of the elearning experience
  (Class 2)

eLearning Technology and Methodology Instructional
Design for eLearning Certificate Program
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Common Elements of Instructional Design
Our focus over the next two days
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You are working towards the answer to this basic
question

• How do we enhance the
• learners motivation to learn?

eLearning Technology and Methodology Instructional
Design for eLearning Certificate Program
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The Psychology of Learning

• In the first class, you talked a little about the
  psychology of learning.
• Adult Learning Theory
• Instructional Design Theories
• Learning Theories
• Curriculum Theories
• It is important to have a basic understanding of
  the psychology of learning to better understand
  how to create and deliver good or
  instructionally sound learning.

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Activity
Break into groups of two. Each group pick one from the list below (a different one for each group) and go onto the Internet and find The definition and/or attributes of the theory or principle Who it is generally attributed to or associated with When it was introduced/developed (year) Behaviorism Cognitivism Constructivism Adult Learning Theory Objectivism Curriculum Theory Take 15 minutes and then each dyad will report out to the group.
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How We Learn - The Psychology PartBehavioral
Principles

• Classic conditioning (Thorndike, Pavlov)
• Operant conditioning (Thorndike, Skinner)
• Intermittent reinforcement (Skinner)

ISD procedures largely based on behavioral
psychology
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How We Learn - The Psychology PartCognitive
Principles

• Emphasis is on unobservable constructs
• Mind, memory, attitudes, motivation, thinking,
  reflection
• Information Processing Theory
• Semantic Network
• Schema Theory
• Multimedia Principle

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How We Learn - The Psychology
PartConstructivist Principles

• Knowledge is not received from outside
• Rather, we construct knowledge in our head
• Emphasizes learning, de-emphasizes teaching
• Cooperative (helping each other) and
  collaborative (shared goal) learning
• Reflection and strategic thinking

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http//www.idi.ntnu.no/terjery/it1301/H07/Foreles
ning2TeorierEng.html
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Adult Learners

• Self-Concept As a person matures, he or she
  moves from dependency to self-directness.
• Experience Adults draw upon their experiences to
  aid their learning.
• Readiness The learning readiness of adults is
  closely related to the assumption of new social
  roles.
• Orientation As a person learns new knowledge, he
  or she wants to apply it immediately in problem
  solving.
• Motivation (Later added) As a person matures, he
  or she receives their motivation to learn from
  internal factors.

Source http//en.wikibooks.org/wiki/Learning_Theo
ries/Adult_Learning_Theories
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Source http//leanlearning.wikispaces.com/instruc
tional_design
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Sourcehttp//activelearning.uta.edu/p3.htm
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Gagnes Instructional Events
Source http//leanlearning.wikispaces.com/instruc
tional_design
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Merrills Components Display Theory
Source http//leanlearning.wikispaces.com/instruc
tional_design
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Kolbs Learning Cycle
Source http//wikieducator.org/Learner_Centred_Le
arning/Adult_Learning_Theories,_Principles_and_Pra
ctices/Honey_and_MumfordE28099s_Learning_Cycle
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• http//usaoll.org/iddtheorywb/htmladult/exercise.h
  tm

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eLearning Technology and Methodology Instructional
Design for eLearning Certificate Program
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Methodologies
http//www.pritchettcartoons.com/wrong_rail.htm
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What is Instructional Design?

• Content
• Interactive
• Relevant
• Interesting

Four Key Elements of Solid Instructional Design
In a June 1998 interview in Training magazine,
Merrill put it simply, "If you don't provide
adequate practice, if you don't have an adequate
knowledge structure, if you don't provide
adequate guidance, people don't learn. (Kruse,
2004)
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The Guerra Scale
Interactivity Range
(Source Learning Circuits, ASTD)
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The Guerra Scale
Excerpt from How the Brain Learns, Dr. David A.
Sousa
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Instructional System Design Concept Map
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Process Considerations
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Process Considerations
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Methodologies
Tutorials Hypermedia Drill and Practice
Simulations Games 3D Virtual Worlds Quizzes
and tests
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Tutorials

• Introduction
• Learner control
• Motivation
• Information presentation
• Questions and responses
• Judging responses
• Feedback on responses
• Sequencing decisions
• Closing

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Activity

• Duration 15 minutes
• Individually, write down ideas from list
• Then pair up and combine lists
• Then combine paired lists into one class list
• Report out

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Hypermedia
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Hypermedia
http//www.youtube.com/watch?v6gmP4nk0EOE
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Drill and Practice

• Defined A method of instruction characterized by
  systematic repetition of concepts, examples, and
  practice problems (http//dictionary.babylon.com/d
  rill_and_practice/)
• Basic procedure
• Item is selected
• Item is displayed
• Learner responds
• Response is judged
• Feedback is provided

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Simulations

• Simulation is the imitation of some real thing,
  state of affairs, or process. The act of
  simulating something generally entails
  representing certain key characteristics or
  behaviours of a selected physical or abstract
  system. http//www.answers.com/topic/simulation
• A model of some phenomenon or activity that
  users learn about through interaction with the
  simulation.(Alessi Trollip, 2001)

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Simulations

• Bridges the gap between the typical classroom
  setting and the real world where actual practice
  occurs... representing the world that the adult
  learner will encounter when they enter the
  workplace.

http//www.ccl-cca.ca/pdfs/StateOfField/SFRSimulat
ioninEducationJul06REV.pdf
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Simulations

• Instructional Strategies
• Microworlds
• Scientific discovery learning
• Virtual reality
• Laboratory simulations
• Role playing
• Operator-in-the-loop
• Case-based scenarios
• Simulation gaming

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Games

• Three basic requirements
• Worthwhile learning objectives
• Fun
• Reinforce learning goals

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Games

• Creating requires a lot of time and effort in
• Audience analysis
• Design
• User testing
• Revision

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Games

• Factors to Design
• Goals
• Rules
• Competition
• Challenge
• Fantasy
• Safety
• Entertainment

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3D Virtual Worlds

• A 3D computer environment in which users are
  represented on screen as themselves or as made-up
  characters and interact in real time with other
  users.
• Massively multiuser online games (MMOGs) and
  worlds such as Second Life are examples.

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3D Virtual Worlds

• A 3D Virtual World contains the following traits
  
• Its a Massively Multiplayer Online Game
• It renders in 3D
• It allows for multiple types of activities,
  primarily non-competitive social ones

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3D Virtual Worlds

• Lets take a look at some examples

Augmented Reality In Education
http//www.youtube.com/watch?vezQlYVvZ8ko
http//blog.craigkapp.com/
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Quizzes and Tests
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The Technology Part

• Hardware
• Software

Next week
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Hype Cycle
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Backup
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References
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• Andragogy assumes the following about the design
  of learning
• Adults have the need to know why they are
  learning something.
• Adults learn through doing.
• Adults are problem-solvers.
• Adults learn best when the subject is of
  immediate use.

http//en.wikibooks.org/wiki/Learning_Theories/Adu
lt_Learning_Theories
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• Speck (1996) notes that the following important
  points of adult learning theory should be
  considered when professional development
  activities are designed for educators
• "Adults will commit to learning when the goals
  and objectives are considered realistic and
  important to them. Application in the 'real
  world' is important and relevant to the adult
  learner's personal and professional needs.
• Adults want to be the origin of their own
  learning and will resist learning activities they
  believe are an attack on their competence. Thus,
  professional development needs to give
  participants some control over the what, who,
  how, why, when, and where of their learning.
• Adult learners need to see that the professional
  development learning and their day-to-day
  activities are related and relevant.
• Adult learners need direct, concrete experiences
  in which they apply the learning in real work.
• Adult learning has ego involved. Professional
  development must be structured to provide support
  from peers and to reduce the fear of judgment
  during learning.
• Adults need to receive feedback on how they are
  doing and the results of their efforts.
  Opportunities must be built into professional
  development activities that allow the learner to
  practice the learning and receive structured,
  helpful feedback.
• Adults need to participate in small-group
  activities during the learning to move them
  beyond understanding to application, analysis,
  synthesis, and evaluation. Small-group activities
  provide an opportunity to share, reflect, and
  generalize their learning experiences.
• Adult learners come to learning with a wide range
  of previous experiences, knowledge,
  self-direction, interests, and competencies. This
  diversity must be accommodated in the
  professional development planning.
• Transfer of learning for adults is not automatic
  and must be facilitated. Coaching and other kinds
  of follow-up support are needed to help adult
  learners transfer learning into daily practice so
  that it is sustained." (pp. 36-37)

http//www.ncrel.org/sdrs/areas/issues/methods/tec
hnlgy/te10lk12.htm
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• Part of being an effective instructor involves
  understanding how adults learn best. Compared to
  children and teens, adults have special needs and
  requirements as learners. Despite the apparent
  truth, adult learning is a relatively new area of
  study. The field of adult learning was pioneered
  by Malcom Knowles. He identified the following
  characteristics of adult learners
• Adults are autonomous and self-directed. They
  need to be free to direct themselves. Their
  teachers must actively involve adult participants
  in the learning process and serve as facilitators
  for them. Specifically, they must get
  participants' perspectives about what topics to
  cover and let them work on projects that reflect
  their interests. They should allow the
  participants to assume responsibility for
  presentations and group leadership. They have to
  be sure to act as facilitators, guiding
  participants to their own knowledge rather than
  supplying them with facts. Finally, they must
  show participants how the class will help them
  reach their goals (e.g., via a personal goals
  sheet).
• Adults have accumulated a foundation of life
  experiences and knowledge that may include
  work-related activities, family responsibilities,
  and previous education. They need to connect
  learning to this knowledge/experience base. To
  help them do so, they should draw out
  participants' experience and knowledge which is
  relevant to the topic. They must relate theories
  and concepts to the participants and recognize
  the value of experience in learning.
• Adults are goal-oriented. Upon enrolling in a
  course, they usually know what goal they want to
  attain. They, therefore, appreciate an
  educational program that is organized and has
  clearly defined elements. Instructors must show
  participants how this class will help them attain
  their goals. This classification of goals and
  course objectives must be done early in the
  course.
• Adults are relevancy-oriented. They must see a
  reason for learning something. Learning has to be
  applicable to their work or other
  responsibilities to be of value to them.
  Therefore, instructors must identify objectives
  for adult participants before the course begins.
  This means, also, that theories and concepts must
  be related to a setting familiar to participants.
  This need can be fulfilled by letting
  participants choose projects that reflect their
  own interests.
• Adults are practical, focusing on the aspects of
  a lesson most useful to them in their work. They
  may not be interested in knowledge for its own
  sake. Instructors must tell participants
  explicitly how the lesson will be useful to them
  on the job.
• As do all learners, adults need to be shown
  respect. Instructors must acknowledge the wealth
  of experiences that adult participants bring to
  the classroom. These adults should be treated as
  equals in experience and knowledge and allowed to
  voice their opinions freely in class.

http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/adults-2.htm
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• Another aspect of adult learning is motivation.
  At least six factors serve as sources of
  motivation for adult learning
• Social relationships to make new friends, to
  meet a need for associations and friendships.
• External expectations to comply with
  instructions from someone else to fulfill the
  expectations or recommendations of someone with
  formal authority.
• Social welfare to improve ability to serve
  mankind, prepare for service to the community,
  and improve ability to participate in community
  work.
• Personal advancement to achieve higher status in
  a job, secure professional advancement, and stay
  abreast of competitors.
• Escape/Stimulation to relieve boredom, provide a
  break in the routine of home or work, and provide
  a contrast to other exacting details of life.
• Cognitive interest to learn for the sake of
  learning, seek knowledge for its own sake, and to
  satisfy an inquiring mind.

http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/adults-2.htm
64

• Unlike children and teenagers, adults have many
  responsibilities that they must balance against
  the demands of learning. Because of these
  responsibilities, adults have barriers against
  participating in learning. Some of these barriers
  include lack of time, money, confidence, or
  interest, lack of information about opportunities
  to learn, scheduling problems, "red tape," and
  problems with child care and transportation.
  Motivation factors can also be a barrier. What
  motivates adult learners? Typical motivations
  include a requirement for competence or
  licensing, an expected (or realized) promotion,
  job enrichment, a need to maintain old skills or
  learn new ones, a need to adapt to job changes,
  or the need to learn in order to comply with
  company directives.
• The best way to motivate adult learners is simply
  to enhance their reasons for enrolling and
  decrease the barriers. Instructors must learn why
  their students are enrolled (the motivators)
  they have to discover what is keeping them from
  learning. Then the instructors must plan their
  motivating strategies. A successful strategy
  includes showing adult learners the relationship
  between training and an expected promotion.

http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/adults-2.htm
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Knowing your learning style can also help avoid
repeating mistakes by undertaking activities that
strengthen other styles For example, if you tend
to jump in at the deep end, consider spending
time reflecting on experiences before taking
action. Activitists (Do) Immerse themselves
fully in new experiences Enjoy here and now
Open minded, enthusiastic, flexible Act first,
consider consequences later Seek to centre
activity around themselves Reflectors
(Review) Stand back and observe Cautious, take a
back seat Collect and analyze data about
experience and events, slow to reach conclusions
Use information from past, present and immediate
observations to maintain a big picture
perspective. Theorists (Conclude) Think through
problems in a logical manner, value rationality
and objectivity Assimilate disparate facts into
coherent theories Disciplined, aiming to fit
things into rational order Keen on basic
assumptions, principles, theories, models and
systems thinking Pragmatists (Plan) Keen to put
ideas, theories and techniques into practice
Search new ideas and experiment Act quickly and
confidently on ideas, gets straight to the point
Are impatient with endless discussion
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Traditional Classroom Model

• There are things we hold near and dear about
  what school is, but were asking people to
  reimainge it, said Christopher Rush, co-founder
  of a revolutionary new learning system called
  School of One.
• So imagine this A student arrives in school in
  the morning and answers five questions that will
  be calculated in a customized algorithm to figure
  out what shell be doing that day. That algorithm
  will decide which teacher shell work with, her
  level of learning based on what she learned the
  previous day, and her specific activities.
• The system completely subverts the traditional
  classroom model of one teacher for 25- 30
  students per classroom. And each student learns
  in different modalities throughout the day
  individually with computer software, with groups,
  with a virtual tutor, with a live tutor, and so
  on.

http//mindshift.kqed.org/2010/12/school-of-one-re
volutionizes-traditional-classroom-model/
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http//www.idi.ntnu.no/terjery/it1301/H07/Foreles
ning2TeorierEng.html
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• a mashup site with direct links to learning tools
  (authoring, quiz makers, LMSs, etc)
• http//www.c4lpt.co.uk/Directory/Tools/instruction
  al.html
• a similar site
• http//www.elearninglearning.com/authoring-tools/i
  nstructional-design/
•  
• wikipedia
• http//en.wikipedia.org/wiki/Web_2.0
•  
• We will likely explore the Top 5 e-learning tools
  of 2009 as determined by a writer at Technorati
  (http//technorati.com/technology/article/top-5-e-
  learning-tools-of/)  (I haven't found a 2010 list
  yet...maybe Cindy knows of one) that focuses on
  "key tools needed to create e-learning from
  beginning to end." 
•  
• Specific sites will be
•  
• Articulate http//www.articulate.com/
• and Articulate products that focus on creating
  elearning courses, interactivity, quizzes, and
  more
•  
• Adobe http//www.adobe.com/
• Because it has Captivate http//www.adobe.com/prod
  ucts/captivate/
• and so, so much more
•  

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Exercise Encouraging Interaction and Reflection

• Work individually
• List the characteristics of classroom learning
  and online learning, include pros and cons
• Get into three groups of four
• Compare lists and create one for your group
• Report out

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Exercise Classroom vs Online

• Work individually
• List the characteristics of classroom learning
  and online learning, include pros and cons
• Get into three groups of four
• Compare lists and create one for your group
• Report out

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Traditional Classroom Model

• Traditional learning typically takes place in an
  identifiable classroom space, usually in a school
  or in an institution dedicated to learning. A
  traditional classroom usually has a number of
  specific features, including
• an instructor who delivers information to
  students
• a number of students who are all physically
  present in the classroom and regularly meet at a
  specific time
• student participation in lectures and discussions
• Many learners favor traditional learning while
  others find that it is more restrictive and lacks
  flexibility

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Classroom Learning Pros and Cons

• Pros
• Provides interactive classroom setting that
  promotes the open exchange of ideas.Having
  numerous students learning in the same classroom
  has the added benefit of allowing students to
  exchange ideas and questions with one another
  providing another valuable learning medium that
  online envrionements cannot replicate. First-hand
  interaction with the educating professor also
  allows for ideas to be exchanged freely and
  without any communication barriers.
• Cons
• Encourage passive learningDepending on the
  level of interaction in the classroom setting,
  shy students may be allowed to attend classes
  without providing alternative ways to communicate
  ideas. Forcing students to learn by vocal
  exchange with a professor may limit their ability
  to learn.
• Ignore individual learning differences between
  students
• Classrooms environments tend to group students
  together in large number often making it
  difficult for instructors to isolate learning
  deficiencies and provide the necessary close
  attention that individuals may need to
  learn. Online classes allow for a more individual
  persepective from the professors standpoint due
  to most of the communication being easily handled
  through email and chat.
• Neglect problem solving, critical thinking, and
  higher order learning skills
• The classroom setting can also hinder ones
  ability to learn by allowing other, more vocal,
  students to dominate the bulk of the discussion
  environments. Quieter personalities are limited
  in their communication options for exchanging
  ideas and information.

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http//ccastdsig.wordpress.com/page/2/
74
Online Learning

• Online learning, also known as e-learning,
  involves learning materials over the computer,
  with the help of the internet. In an online
  course, there is no physical classroom. Instead,
  all assignments, tests, and exams are completed
  over the computer. Online learning courses
  include
• online tutorials and online class notes
• chat rooms in which you can discuss class
  materials with fellow classmates
• online audio and visual materials
• online testing
• Many learners enjoy the opportunities that online
  learning provides. It offers you the ability to
  learn at your own pace and according to your
  schedule. It also enables you to learn in the
  comfort of you own home.

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Online Learning Pros and Cons

• Pros
• Allows for learning in in distant or
  disadvantaged locations
• Online education is easy to access and provides a
  convenient way to obtain course materials such as
  homework, exam schedules, test scores and more.
  Most online learning environments are accessible
  from a standard internet connection and typically
  require average home computer system
  requirements.
• Facilitates easy information transfer For most
  online schools, all course information is
  obtained by browsing the internet and
  sending/receiving email.  This instant and secure
  transfer of information provides a convenient way
  for students to communicate with their
  instructors and fellow classmates.  Some classes
  participate in chat sessions on a weekly or even
  more frequent basis. This provides a means for
  students to interact with each other while
  learning a particular subject thus enhancing the
  overall learning experience.  Also visit Online
  Degrees for further detail regarding distance
  learning and training.
• Cons
• Changing technology may create barriers to
  accessing learning environments
• As with new teaching methods, online learning has
  faced much criticism from many sources as they
  claim it has devalued post secondary education
  and will reduce the effectiveness of obtaining
  quality career positions by obtaining higher
  education. These skeptics claim many existing
  barriers to effectively learning complex subjects
  in an online-only setting.  They also feel that
  it isolates the students from one another as well
  as their instructor reducing the overall value of
  taking the course.
• Limited understanding of effective teaching
  methods due to youth of online learningDue to
  the youth of online learning, there has been
  little research conducted to evaluate the
  teaching methods or the effectiveness of student
  comprehension through an online-only learning
  environment.  Some programs also offer a
  combination of online and classroom style
  teaching for the same course.  This allows for
  the benefits of both types of learning to be
  realized.

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Why We Learn
People learn because they are motivated to do so
Source http//www.artlex.com/ArtLex/m/motivation.
html
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• ltiframe title"YouTube video player" width"480"
  height"390" src"http//www.youtube.com/embed/6gm
  P4nk0EOE" frameborder"0" allowfullscreengtlt/iframe
  gt

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References Participant Guide
http//herkules.oulu.fi/isbn951426911X/html/x245.h
tml
http//unstoppablebsc.aimoo.com/
http//newmedia.wikia.com/wiki/Hypermedia
http//gothamschools.org/category/testing/
http//cuip.uchicago.edu/cac/nlu/cahfall2005/
http//en.wikipedia.org/wiki/Virtual_world
http//www.diggerdesigns.com/break20time.html
http//worldtheory.blogspot.com/2007/06/define-vir
tual-world.html
http//www.upsidelearning.com/blog/index.php/2010/
03/24/elearning-development-is-an-iterative-proces
s/
http//www.raphkoster.com/2007/06/15/what-is-a-vir
tual-world/
http//askgeorgie.com/?p1411
http//arianeb.com/more3Dworlds.htm
http//christdominion.com/methodology.aspx
http//newmedia.wikia.com/wiki/Hypermedia)
http//christdominion.com/methodology.aspx
http//www.answers.com/topic/simulation
http//www.d.umn.edu/cla/faculty/troufs/anth1604/c
amethods.html
http//www.mitov.com/html/tutorials.html
http//www.ccl-cca.ca/pdfs/StateOfField/SFRSimulat
ioninEducationJul06REV.pdf
http//arianeb.com/more3Dworlds.htm
https//www.calico.org/p-81-LearnPlus.com-Deutsch
20120(82002).html
http//blog.craigkapp.com/
http//www.learningcoffee.com/cursos/Netex_applica
tion_training/
http//www.skillq.com/
http//www.filetransit.com/download.php?id41063
http//aboutonlineschool.info/second-life-a-virtua
l-education-platform