quality approach to e-learning courseware: a pedagogical perspective ming-puu chen, ph.d. graduate...

Quality Approach to e-LearningQuality Approach to e-Learning

Courseware: A Pedagogical PerspectiveCourseware: A Pedagogical Perspective

Ming-Puu Chen, Ming-Puu Chen, Ph.D.Ph.D.

Graduate Institute of Information and Computer EducationGraduate Institute of Information and Computer Education

National Taiwan Normal UniversityNational Taiwan Normal Universitympchen@ntnu.edu.twmpchen@ntnu.edu.tw

1.1. IntroductionIntroduction

2.2. The eLCC Quality FrameworkThe eLCC Quality Framework

3.3. Gap Analysis on eLCC CasesGap Analysis on eLCC Cases

4.4. Applicants’ Perception of eLCC Applicants’ Perception of eLCC

5.5. Modeling Effective e-LearningModeling Effective e-Learning

6.6. Frequent Suggestions to Courseware DesignFrequent Suggestions to Courseware Design

7.7. ChallengesChallenges

OutlineOutline

1. IntroductionIntroductionThe eLQA quality assurance system has been impleThe eLQA quality assurance system has been imple

mented since 2005 under the ELNP project to recogmented since 2005 under the ELNP project to recognize and promote quality e-learning in Taiwan nize and promote quality e-learning in Taiwan

eLQA consists of 2 certification services:eLQA consists of 2 certification services:

1. eLCC: e-Learning Courseware Certification1. eLCC: e-Learning Courseware Certification to certify to certify e-learning coursewaree-learning courseware’s instructional quality’s instructional quality

2. eLSC: e-Learning Service Certification2. eLSC: e-Learning Service Certification

to certify to certify e-learning organizationse-learning organizations’ educational quality’ educational quality

1-1 e-Learning Courseware1-1 e-Learning Courseware::Instructional materials employed to deliver Instructional materials employed to deliver self-directed self-directed learning activitieslearning activities through the Internet for creating through the Internet for creating successful learning experience in the learners.successful learning experience in the learners.

Knowledge gathering Knowledge distributingKnowledge gathering Knowledge distributing

1-2 e-Learning Service1-2 e-Learning Service::An e-learning organization’s efforts to assure quality e-An e-learning organization’s efforts to assure quality e-learning in learning in personnel, course, and system aspects.personnel, course, and system aspects.

Not just courseware, but also all the efforts in supporting learning Not just courseware, but also all the efforts in supporting learning

Collaboration and interaction among participants and facultyCollaboration and interaction among participants and faculty

1.2.1 Quality Criteria of ELNP eLSC1.2.1 Quality Criteria of ELNP eLSC::

Unit Certification: Corporate in-house e-trainingUnit Certification: Corporate in-house e-trainingCourse Certification: ID-applied e-learningCourse Certification: ID-applied e-learningCurriculum Certification: E-learning providersCurriculum Certification: E-learning providers

Inst. MediaInst. MediaMedia design, Interface,

Media component

2. The eLCC Quality Framework2. The eLCC Quality Framework

ContentContentAccuracy, Organization,

Clarity

Instructional DesignInstructional DesignGoals & Objectives, Presentation, Practice & Feed

back, Assessment, Strategies, Congruence

NavigationNavigationNavigation, Operational helper, Learner tracking

2.1 eLCC Quality Aspects and Criteria2.1 eLCC Quality Aspects and Criteria

Individual reviewIndividual review

Presentation and explanationPresentation and explanation

Review meetingReview meeting

eLCC ReporteLCC Report

2.2 eLCC Review Procedure2.2 eLCC Review Procedure

Comments & questions

Case consultation can be appointed on a hourly-rate.Case consultation can be appointed on a hourly-rate.

2.3 Motivate with Levels of Achievement2.3 Motivate with Levels of Achievement

Modeling effective e-learning through eLCCModeling effective e-learning through eLCC

3. Gap Analysis on eLCC Cases

, 40% certified as A, AA, or AAA, 40% certified as A, AA, or AAA

Applicants over-estimated their courseware quality.Applicants over-estimated their courseware quality.

4. Participants’ Perception of eLCC Participants’ Perception of eLCC

4. Participants’ Perception of eLCC Participants’ Perception of eLCC

• Relative advantageRelative advantage– Decreased, but remains positiveDecreased, but remains positive

• CompatibilityCompatibility– IncreasedIncreased, eLCC is compatible with the development process o, eLCC is compatible with the development process o

f quality e-learning coursewaref quality e-learning courseware

• ComplexityComplexity– Decreased & toward negativeDecreased & toward negative, gaps exist between applicants’ e, gaps exist between applicants’ e

xpectation and eLCC results xpectation and eLCC results

• ObservabilityObservability– Sustained & positiveSustained & positive, applicants felt that eLCC showed them h, applicants felt that eLCC showed them h

ow their e-courseware quality was ow their e-courseware quality was

• TrialabilityTrialability– Decreased & toward negativeDecreased & toward negative, assistance needs to be provided , assistance needs to be provided

to help the design of quality e-coursewareto help the design of quality e-courseware

successful e-learning experiencesuccessful e-learning experience

E-learning courseware plays the key role of E-learning courseware plays the key role of creating creating effective, efficient, effective, efficient, andand appealing appealing e- e-learning experience in the learners.learning experience in the learners.

Content is the king !Content is the king !

5. Modeling Effective e-LearningModeling Effective e-Learning

Ultimate Goal: Individualized LearningUltimate Goal: Individualized Learning

Right

Information

Right

Amount

Right

Context

Right

Time

Right

Form

Ideal learning processIdeal learning process

real learning processreal learning process

The Nature of Learning ProcessThe Nature of Learning Process

Learning process can’t be reduced.Learning process can’t be reduced.

Aware of Learners’ Internal NeedsAware of Learners’ Internal Needs

Support learners’ internal learning needsSupport learners’ internal learning needs

Attending Attending Selecting Selecting Organizing Organizing Integrating Integrating

1. Gaining attention1. Gaining attention

2. 2. Informing the learner of the objectiveInforming the learner of the objective

3. Stimulating recall of prerequisite learning3. Stimulating recall of prerequisite learning

4. Presenting stimulus materials4. Presenting stimulus materials

5. Providing learning guidance5. Providing learning guidance

6. Eliciting performance6. Eliciting performance

7. Providing feedback7. Providing feedback

8. Assessing performance8. Assessing performance

9. Enhancing retention and transfer9. Enhancing retention and transfer

The Nine Events of Instruction (Gagne)The Nine Events of Instruction (Gagne)

Inform course objectivesInform course objectives

Introduction (Motivate)Introduction (Motivate)

Place learners in a contextPlace learners in a context

Narration

+ FLASH

FLASH +

real scene

Topic1Topic1

Introduction Introduction

LecturingLecturing

PracticePractice

FeedbackFeedback

Topic2Topic2

Introduction Introduction

LecturingLecturing

PracticePractice

feedbackfeedback

Case practiceCase practice

Background Background

Decision-making Decision-making

Demos/Ans Demos/Ans

FLASH + Scenes of cases

Virtual TA + Flash

Teacher + PPT lecture

Demo: Competency-based Interview

6. Frequent Suggestions to6. Frequent Suggestions toe-Learning Courseware Designe-Learning Courseware Design

6.1 Show Learners the Course Structure6.1 Show Learners the Course Structure

6.2 Teach Them, not just Tell Them6.2 Teach Them, not just Tell Them

Incorporate necessary activities to ensure successful learningIncorporate necessary activities to ensure successful learning

6.3 Help Learners Correct Mistakes6.3 Help Learners Correct Mistakes

6.4 Coach Learners through Worked-Examples6.4 Coach Learners through Worked-Examples

6.5 Give Where-am-I Info. for Self-regulation6.5 Give Where-am-I Info. for Self-regulation

6.6 Adopt Proven Learning/Instructional Models 6.6 Adopt Proven Learning/Instructional Models

Lecture + PracticeLecture + Practice

6.6 Adopt Proven Learning/Instructional Models 6.6 Adopt Proven Learning/Instructional Models

Lecture + PracticeLecture + Practice

6.6 Adopt Proven Learning/Instructional Models 6.6 Adopt Proven Learning/Instructional Models

Simulation

6.7 Provide a Complete Learning Cycle6.7 Provide a Complete Learning Cycle

6.8 Provide Opportunities for 6.8 Provide Opportunities for Applying Knowledge and SkillsApplying Knowledge and Skills

Demo

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

Application Application

Comprehension Comprehension

Knowledge Knowledge

Critical thinking Critical thinking skillsskills

6.9 Foster Higher Order Thinking Skills6.9 Foster Higher Order Thinking Skills

• Motor skillsMotor skills– Mental model, Repetition Mental model, Repetition Muscle memory Muscle memory

• FactsFacts– Paired-association, Spaced practice, Paired-association, Spaced practice,

Mnemonics, Cueing/ChainingMnemonics, Cueing/Chaining

• ConceptsConcepts– Definition, positive/negative examplesDefinition, positive/negative examples

• Rules and proceduresRules and procedures– Step-by-step, CoachingStep-by-step, Coaching

• Problem-solvingProblem-solving– Pre-requisite skills, feedback, self-monitoringPre-requisite skills, feedback, self-monitoring

• AttitudeAttitude– Importance, helpfulness, satisfactionImportance, helpfulness, satisfaction

6.10 Incorporate Appropriate Learning Strategies6.10 Incorporate Appropriate Learning Strategies

Tea1, Tea2

7. Challenges 7. Challenges • The development of eLCC aimed to serve as a common platThe development of eLCC aimed to serve as a common plat

form for assessing e-learning courseware in Taiwan. It migform for assessing e-learning courseware in Taiwan. It might not be suitable for all types of e-learning courseware.ht not be suitable for all types of e-learning courseware.

• The development of e-learning courseware could be restrictThe development of e-learning courseware could be restricted by eLCC. We need to monitor the impact carefully and sed by eLCC. We need to monitor the impact carefully and systematically, and be considerate to any possible adjustmenystematically, and be considerate to any possible adjustment and revision. t and revision.

• How should e-courseware be defined to incorporate the How should e-courseware be defined to incorporate the collaboration and sharing features of newly developed web collaboration and sharing features of newly developed web technology, such as Web 2.0, remains an issue. technology, such as Web 2.0, remains an issue.

• Most of the time, cost-effective factor jeopardizes the develMost of the time, cost-effective factor jeopardizes the development of pedagogically-effective e-courseware.opment of pedagogically-effective e-courseware.

Thank you for your attention Thank you for your attention

Questions?Questions?