10 principles for successful e learning

8/3/2019 10 Principles for Successful E Learning

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E-learning has been developed to

cost-effectively provide auxiliary and

improved learning experiences

beyond those available in theclassroom. Students facing

economic, family, physical or

geographic constraints can take

advantage of online learning

opportunities. Furthermore,

students learning in the classroom

can augment their learningoutcomes by participating in hybrid

or fully online courses.

Springboard to knowledge

Ten Principles for

successful E-learning

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The pedagogy should be

matched with and aligned tothe appropriate curriculumthrough clear objectives;the relevance of contentcovered; theappropriateness of studentactivities; and the nature ofthe assessment.

Learning objectives or learninggoals are statements thatdescribe what a learner should

be able to do as a result of thelearning process.

it’s learning supports theimport of learning objectivesfrom regional standards,district or school standards, oreven teacher-defined coursegoals. Imported learningobjectives can be edited andadapted as needed. Teacherscan then tie the learning

objectives to the variouslearning activities andassessments in their course.Reports track performance onassignments, and againstlearning objectives.

Linking a learning objective to an assignment in it’s learning

In 2005, Professors Anderson andMcCormick wrote A CommonFramework for E-learning Quality and Ten Pedagogic Principles ofE-learning describing an approachto the development of effectivee-learning programs for Becta, theBritish government body which

promotes technology in learning.According to the two authors, theTen Principles may help designersto construct pedagogically sounde-learning materials and relatedactivities. The principles may alsohelp teachers to choose resources;design teaching and learningactivities based on thoseresources; and support suchactivities while they take place.

Anderson and McCormick statethat there is an implicitassumption in their approach thatthe more of the ten principles areembodied, the better the qualityof the pedagogy; and the fewerembodied principles, the lowerthe quality. Pedagogy is defined

as the actions which shape thelearning experience ranging fromtechnical infrastructure to coursedesign to teaching. The authorsfurther state that, “learners arenot passive recipients, indeed,one of the pedagogic principlesdraws on the idea that learnershave agency.

Learning does not take placewithout the learner exercisingthis “agency”; a passive learnerexercises no agency and hencelearning will be limited.”1 Therefore, successful e-learningprograms must providestudents with an active role in

the learning process.

This paper will explore the TenPedagogic Principles ofE-learning as defined byAnderson and McCormick, andpresent their applicationthrough the it’s learning platform.

1 Anderson, John and McCormick, Robert, 2005. Ten Pedagogic Principals of E-learning, Observatory for New Technologies and Education

PRINCIPLE 1: MATCH TO THE CURRICULUM



The pedagogy should supportinclusive practice seen in termsof different types and range ofachievement; physicaldisabilities that can beparticularly supported by

e-learning; different social andethnic groups; and gender.

The pedagogy should engage andmotivate learners. Thisengagement should be evident in an

ethos of being both educational andmotivating.

it’s learning provides the means todeliver high quality digital learningapplications fully integrated into anycourse. Students learn by creating textand multimedia content, and byembedding Web 2.0 content in theirassignments, discussions and projects.The user interface is friendly andaccessible, avoiding confusion or

discouragement of students andteachers. Progress reports and task listskeep students fully up-to-date of theirstatus against their goals at all times.

it’s learning is designed to placethe student in charge of their owneducation. Students can set andwork toward their own goals. Theit’s learning platform supports aidsincluding Braille, magnifying andaudio displays and serialnavigation used by the blind andthe dyslexic.

The range of communicationsapproaches provided support thepractices of a wide variety ofsocial, ethnic and genderpreferences.

PRINCIPLE 2: INCLUSION

Talking Tutor in it’s learning. Speaks and translates from several languages.

PRINCIPLE 3: LEARNER ENGAGEMENT

Personal “Dashboard” for a student in it’s learning



PRINCIPLE 4:INNOVATIVE APPROACHESIt should be evident why learning technologies arebeing used, rather than a non-technologicalapproach which achieves the same end aseffectively. E-learning should be fit for purpose.

it’s learning provides the technology, tools andprofessional development that makes it easy to create aconnected, personalised learning environment thatchallenges students to practice problem-solving, to worktogether and to use creativity to construct, share, and

present their ideas, thinking and learning.

This principle can be demonstrated in a variety ofways; for example, by using a range of differentapproaches in the learning platform that will allow

the student to chose one that suits her, or that canbe personalised to her, or by satisfying a numberof the characteristics of good learning (learneragency; learner autonomy; enabling orencouraging collaboration).

Students have a wide variety of learning styles andneeds. Language, experience, interests and ability alldetermine the ability and approach to learning.it’s learning supports the needs of the individualstudents by offering an Individual Learning Plan for everystudent and by providing data on student performance on

every assignment, and on the results of every curriculumand assessment element included.

The Assessment portfolios organise student work andcreate reflective moments in it’s learning. Studentscan easily collaborate with fellow students and withteachers, administrators and parents to better support

every student’s educational needs.

PRINCIPLE 5: EFFECTIVE LEARNING

Embedding web 2.0 content in the it’s learning editor.

Element of a student ePortfolio in it’s learning.



The summativeassessments must be validand reliable;comprehensible byteachers, learners andparents; able to deal with arange of achievement levels;and free from adverseemotional impact on the

learner.

it’s learning provides real-timedata reporting for assessmentsand provides tools to developand deliver valid and reliablesummative assessments.Through the ApplicationProgram Interface (API), userscan also integrate valid outsideassessments for deliverythrough it’s learning, or simply

import the results in to theGrade Book.

PRINCIPLE 6:FORMATIVE ASSESSMENTThe pedagogy should provide formativeassessments. it’s learning formative assessments provide immediatefeedback on performance, supporting learning from the

assessment experience. Projects, discussions and variousother formats support peer assessment, and students areencouraged to reflect on their progress against their owngoals in their personal portfolios.

In the it’s learning platform a student’s behavioural,social and academic objectives are brought together foraction, reflection and feedback. The Progress Reportsprovide a clear report to the student and teachers aboutthe students progress against expectations.

Example of the status and follow up page, which gives an in-depth overview of the students learning progress.

PRINCIPLE 7: SUMMATIVE ASSESSMENT

Dashboard in it’s learning giving a good overview of student’slearning progress and performance.



PRINCIPLE 8:COHERENCE,CONSISTENCY &TRANSPARENCY

The pedagogy must be internally coherent andconsistent in the way the objectives, content, studentactivity and assessment match to each other. It mustbe open and accessible in its design.

it’s learning is known for its intuitive user interface. In it’slearning technology never stands in the way of learning.The course planner helps teachers’ organise courses formaximum impact, and easily structures the learningactivities for the period in question and connects resources,tasks, progress, work hours and learning objectives in asingle overview for the student. The result is a sophisticated

yet easy to use course.

PRINCIPLE 9:EASE OF USEE-learning should be transparent in its ease of use.

Thousands of students and their teachers use it’s learning with virtually no training! Our commitment and dedicationto usability has created a long list of schools, colleges anduniversities with extremely high adoption rates; oftenexceeding 80% within the first year of implementation. Thesystem is accessible from anywhere, on just about anyplatform.

Example of a Course Dashboard in it’s learning

Easy and efficient one click interface to add content and tasks into courses and projects

PRINCIPLE 10:COST-EFFECTIVENESS

Technology solutions need to be justifiable andaffordable and the costs sustainable.

it’s learning is priced to be accessible to any

educational institution. The savings from using theit’s learning platform can be substantial in reducedspecial education service requirements, reducedadministrative costs, and reduced instructionalsupport costs. Benefits typically include increasedstudent engagement and the potential for improvedacademic outcomes.

SUMMARYIn summary, by selecting a platform, designingcourses and teaching according to the tenpedagogic principals presented here, educationinstitutions can leverage technology to achievetheir missions at a lower cost, with greaterreliability, in a scalable model for instructionaldelivery.

Reference:Anderson, J. & McCormick, R.(2005)

‘Ten pedagogic principles for e-learning’,http://www.xplora.org/ww/en/pub/insight/thematic_dossiers/a

rticles/quality_criteria/equality2.htm

Contact details:

it's learning ASP.O. Box 2686 - 5836 Bergen, NorwayPhone: +47 55 23 60 70 - Fax: +47 55 23 60 71E-mail: [email protected]

10 principles for successful e learning

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