elearning framework

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Badrul Khan describes the dimensions of the e-learning framework. The original can be found at http://bookstoread.com/framework

TRANSCRIPT

Page 2: eLearning Framework

Eth

ical

Eth

ical

Inst

itutio

nal

Inst

itutio

nal

Resource

Resource

Support

Support

On-line and off-line resources & support

ManagementManagement

e-Learning

PedagogicalPedagogical

Evalu

atio

n

Evalu

atio

n

Technological

TechnologicalIn

terfaceIn

terfaceD

esign

Desig

n

Learning and teaching issuesInfrastructure, hardware and software Physical layout and navigation Content development and maintenanceAcademic, administrative & student services Ethical considerations in e-learningAssessment of learner, evaluation of learning environment

Page 3: eLearning Framework

5. MANAGEMENT5.1 E‑Learning Content Development5.2 E-Learning Maintenance

6. RESOURCE SUPPORT6.1 Online support6.2 Resources

7. ETHICAL7.1 Social and Political Influence7.2 Cultural Diversity7.3 Bias7.4 Geographical diversity7.5 Learner diversity7.6 Digital Divide7.7 Etiquette7.8 Legal issues

8. INSTITUTIONAL8.1 Administrative Affairs8.2 Academic affairs8.2 Student services

1. PEDAGOGICAL1.1 Content Analysis1.2 Audience Analysis1.3 Goal Analysis 1.4 Medium Analysis1.5 Design approach1.6 Organization1.7 Methods and Strategies

2. TECHNOLOGICAL2.1 Infrastructure planning2.2 Hardware2.3 Software

3. INTERFACE DESIGN3.1 Page and site design3.2 Content design3.3 Navigation3.4 Accessibility 3.5 Usability testing

4. EVALUATION4.1 Assessment of learners 4.2 Evaluation of the

instruction & learning environmenthttp://BooksToRead.com/framework/dimensions.htm

Page 4: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

How often is dynamic course content updated?

Page 5: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

• Who are the learners?

Does the institution have adequate information about the learners at a distance?

Page 6: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

Does the course provide clear expectations of what the student is required to do?

Page 7: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

Does the course utilize multimedia attributes of the Internet and digital technologies? - text

- audio

- video

- graphics

- other (specify)

Page 8: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

• What is the instructor’s role?

- more facilitative than

didactic

- more didactic than facilitative

- a combination of both

Page 9: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

• Does the course provide a sense of continuity? (e.g., each unit of the lesson builds on the previous unit, etc.)

Page 10: eLearning Framework

Pedagogical Content

Audience

Goals

Medium Medium

Design

Organization

Methods

• Does the course promote Inside Collaboration by providing a supportive environment for asking questions, clarifying directions, suggesting or contributing resources and working on joint projects with class members?

Page 11: eLearning Framework

Technological

Infrastructure Planning

Hardware

Software

Does the course have personnel who can assist learners to set up for starting the course?

Page 12: eLearning Framework

Technological

Infrastructure Planning

Hardware

Software

Are the hardware requirements for the course clearly stated?

Page 13: eLearning Framework

Technological

Infrastructure Planning

Hardware

Software

Does the course provide links to resources where all necessary software can be downloaded?

Page 14: eLearning Framework

Interface DesignPage and Site

Design

Content Design

Navigation

Accessibility

Usability Testing

Do Web pages look good in a variety of Web browsers and devices--in text-based browsers, all recent versions of Internet Explorer and Netscape, and so on.?

Page 15: eLearning Framework

Interface DesignPage and Site

Design

Content Design

Navigation

Accessibility

Usability Testing

Does the course follow “one idea per paragraph” rule?

Page 16: eLearning Framework

Interface DesignPage and Site

Design

Content Design

Navigation

Accessibility

Usability Testing

Does the course provide structural aids or site map to guide learner’s navigation?

Page 17: eLearning Framework

Interface DesignPage and Site

Design

Content Design

Navigation

Accessibility

Usability Testing

Is the course Website designed to be accessible by a wider user population?

(Is the course 508 compliant?)

Page 18: eLearning Framework

Interface DesignPage and Site

Design

Content Design

Navigation

Accessibility

Usability Testing

How quickly users find answers to the most frequently asked questions on the course site?

Page 19: eLearning Framework

Evaluation

Assessment of Learners

Evaluation of

Instruction & Learning Environment

Does the course have a mechanism in which a learner can be truly measured and not cheat?

Page 20: eLearning Framework

Evaluation

Assessment of Learners

Evaluation of

Instruction & Learning Environment

Does the course have a system to accept students’ online evaluation of the following? - content

- instructor

- learning environment

- learning resources

- course design

- technical support

Page 21: eLearning Framework

Management Content

Development

Maintenance

Is there a project support site for e‑learning production team?

Page 22: eLearning Framework

Management Content

Development

Maintenance

Does the course notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?- e-mail

- announcement page

- alert boxes

- running footer added to a page

- phone call

- mail

Page 23: eLearning Framework

Resource Support

Online Support

Resources

Does the course provide

troubleshooting (or expert technical support from specialized staff) assistance or a help line?

Page 24: eLearning Framework

Resource Support

Online Support

Resources

Does the course provide examples of previous student's work on the Web?

Page 25: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Does the institution have to get approval from any external entities (who can serve as political barriers) to implement e-learning?

Page 26: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?

Page 27: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Does the course present more than one viewpoint on controversial issues?

Page 28: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Is the course offered to geographically diverse population? If yes ...

Is the course sensitive about students from different time-zones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)?

Page 29: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Is the course designed to have patience for learners who adapt to individualized distributed learning environment slower than others?

Page 30: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Information accessibility issue must be expressed in terms of digital “haves” and “have nots,” a gap expressed in the term “digital divide.”

Is the digital divide issue considered in designing the e‑learning content?

Page 31: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

• Does the course provide any guidance to learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?

Page 32: eLearning Framework

EthicalSocial/Political

Influence

Cultural Diversity

Bias

Geographical Diversity

Learner Diversity

Digital Divide

Etiquette

Legal Issues

Does the course get students’ permission to post any of the following on the Web?

- students’ photographs

- students’ projects

Page 33: eLearning Framework

(An excerpt from a listserv posting by Kathy Murrell of South Africa):

“In multiple choice questions the selected option was marked by a "tick" symbol (as apposed to a "cross" sorry no ascii equivelent). I presume the American equivelent to be a check mark, but for most South Africans' this represents the mark next to a correct answer, - it was most disconcerting to get an error or wrong message next to the mark and many students may not even bother to read the message as they would presume it to be the correct answer. “

Page 34: eLearning Framework

Institutional

Administrative Affairs

Academic Affairs

Student Services

Is the institution ready to offer online courses?

Page 35: eLearning Framework

Institutional

Administrative Affairs

Academic Affairs

Student Services

Does the course provide academic quality such as one would expect in a traditional course?

Page 36: eLearning Framework

Institutional

Are instructor/tutor and technical staff available during online orientation?

Administrative Affairs

Academic Affairs

Student Services

Page 37: eLearning Framework

Within the scope of today’ s presentation, I presented few e‑learning issues in the form of questions that you can ask yourself when planning or designing e‑learning.

As the scope of e‑learning design expands, design projects change from one-person operations to complex team efforts. The eLearning Framework can be used to ensure that no important factor is omitted from the design of e‑learning, whatever its scope or complexity.

Page 38: eLearning Framework

Eth

ical

Eth

ical

Inst

itutio

nal

Inst

itutio

nal

Resource

Resource

Support

Support

ManagementManagement

e-Learning

PedagogicalPedagogical

Evalu

atio

n

Evalu

atio

n

Technological

TechnologicalIn

terfaceIn

terfaceD

esign

Desig

n

Page 39: eLearning Framework

I strongly believe that the e-Learning Framework can provide guidance in the design, development, evaluation and implementation of:

- Online Courses - e-Learning Environments- Distance Education Programs- Virtual Universities- Learning Management Systems

Page 41: eLearning Framework

BooksToRead.com/khan

Info about my books and other materials can be found at:

Page 43: eLearning Framework