IFETS - Discussions - 0 views
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typically presented in a descriptive format
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few common terms used consistently
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Online learning – this term describes education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students or actual face to face contact. Purely online learning is essentially the use of eLearning tools in a distance education mode using the Web as the sole medium for all student learning and contact.
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meets with students (either in a face to face mode or through a technological means) and a resource-base of content materials and learning activities is made available to students
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Web-based, Web-distributed or Web-capable for the purposes of education.
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eLearning tools available through a shared administrative interface
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Interactive
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Interactivity has gone way beyond this now, since this paper was written. We understand interactivity in more social ways now that more clearly replicate the face to face experience
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sound education practice (which encompasses so-called ‘androgogy’)
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fundamental principles for eLearning
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there are two types of interactivity, indicative and simulative. Indicative interactivity is typified by the use of button rollovers and site navigation. Clicking a button to start an animation or turn the page is indicative interactivity. Simulative interactivity is interactivity that enables students to learn from their own choices in a way that provides some form of feedback. The ability to select between different Web pages is indicative interactivity; the ability to fly a virtual plane in a realistic virtual environment is simulative interactivity.
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eLearning as a means of education as opposed to a mode of education
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cannot be compared with face to face delivery or distance education because it can be used within either of these models.
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emphasis is on the constructivist use of technologies which provide students with opportunities to construct their own understandings
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eLearning changes the role of the instructor, particularly in online environments (Coppola et al 2002) and in blended modes
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more developed form of existing instructional methodologies
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Weller (2002) provides a helpful framework for categorization of such courses based on the extent to which they are didactic/constructivist and make use of high/low levels of technology. It is clear that the distinction between purely online and partly online is an important one, and that the philosophical framework of a course is also; Weller’s framework is to be preferred when categorizing such courses.
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This is a very contentious issue that we are still struggling with today - when is blended learning really online learning? When is blended learning passed-off as online learning and not challenged when it provides a sub-standard service?
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Technology is pedagogically neutral
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I wouldn't agree that technology is pedagogically neutral. As it is absorbed into every day life it changes educators expectations about what it can do, their practices and behaviours.
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instructional designers should drive eLearning, not technologists
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“E-learning doesn’t change anything about how human beings learn.”
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eLearning can be used in two major ways; the presentation of education content, and the facilitation of education processes.
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What about Turnitin? neither content or facilitation; it is a means of enhancing the assessment process.
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attention must be given to the contribution eLearning can make to learning so that any use of eLearning becomes a seamless component of the overall course design and delivery package.
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Clear design is a feature of successful online learning (Swan 2001), and a responsive instructor who facilitates learning and encourages students to explore their learning at a conceptual level is a must for effective conceptual change (Ramsden, 1992).
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There is general agreement across existing education literature that collaborative dialogue and communication with instructors are major contributors toward successful learning;
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This is a very important step that ensures that file sizes are appropriate, students are able to continue their studies if they are away from a computer, the family phone line is not continuously tied up for dial-up Web access, etc. It may be more appropriate to provide certain materials on paper or CD-ROM rather than over the Web in many cases.
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. For many students who do not like to read from a screen or cannot take their desktop computers away on holiday with them for the weekend, such a move requires them to print the materials out.
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Overall it is how the students measure against the learning objectives, not whether or not they can use the technology that will determine their success in the workplace.
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There must also be a conviction that technological tools improve teaching and learning to ensure long-term commitment to their use, and to ensure appropriate implementation.
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A Theory for eLearning. Defining different types of TEL from F2F to full online and associated hypothesis
