Developing e-Learning Materials

Johannesburg: 22nd July 2005

Johannesburg: 22nd July 2005

Past Reflection• Negatives

– Time! training / skill acquisition– Initial enthusiasm decreases when the ‘reality’ hits home– Security – Accessibility to resource– ICT seen as ‘add-on’ / removed from normal teaching and learning– Expensive– Lack of Robustness– Portability – Poor use of ICTs (lacks human element)– Plagiarism – Sexist / Ageist– ICT people lack social skills– If you don’t use, you lose!– Reliance on the ‘Champion’– Not Reliable! Disk failure. Lose work!

Past Reflection• Positives

– Simulations (volcanoes)– Learners force teachers to learn ICT skills– Free MS Licenses– Typing exam papers (?)– Life is easy! / Productivity– Access to enormous amount of information!– Increases access to your intellect! Break the barriers

of geography

Key Questions• Does the technology suit the audience?• Does the technology support the material?• Does the technology add value?

Shopping Basket• List those aspects that you ‘Like’• Identify what you think does not ‘Work’• Identify ‘your’ content that might benefit

Computer AttributesComputer Attributes

Stimulus-Response Repetition Re-enforcement Deductive Reasoning Motivation ‘Discovery learning’ Manipulation Metacognition Problem Solving

… impact on the way we teach?

Styles, Methods & Techniques

• Teaching style

• (Behaviourist Constructivist)

Behaviourist Methods

• Tutorials

• Drill and Practice

• Simulations

• Games

TutorialsTutorials

Predetermined order Student is exposed to the stimulus sequentially The student is channelled through a number of stages and

develops specific skills of ever increasing sophistication.

TutorialsTutorials Allows students to progress according to their ability.

The individual paces the lesson. Allows for both remedial and extension studies These programs can track progress Some tutorials can provide simple assessment Not student centred. Students have very little say over content

and method. Not suitable for courses that require ‘thinking outside the box.’

Drill & PracticeDrill & Practice

These programs allow the user to practice a skill until he has mastery

They offer copious examples of the exercise They encourage individual users by offering remedial,

normal and extension levels of difficulty

None or limited tutoring is provided The basic principles still need to be taught by the teacher Not student centred

SimulationsSimulations

Low cost alternative to the real thing (e.g. Flight simulators) Virtual reality approximates the real world Expensive Lends itself to courses that require a complex yet specific

skill to be learned by the user.

GamesGames

High Motivation Levels Mixes both game play and serious learning Fixed content Students can ‘miss the point’ Time consuming for the amount of

learning that takes place.

Versailles.lnk

Constructivist Methods

• Scaffold

• Collaborative Learning

• Construct own knowledge

ConstructivismConstructivism

Computer can provide learning scaffold Base sources prepared Student needs to discover information Student needs to analyse information for usefulness Student needs to manipulate information Student needs to present and

teach the information

Techniques

• Drag and drop

• Multiple choice (numerous derivatives)

• Fill in the missing word

• Graphing tools

• Graphic environments for simulations

• Mouse-overs for layers

• …

Learner Management Systems

• Advanced Communication tools

• Tracking of learner progress

• Results archive

Learner Management System

NavigationCommunication tools

Course Material

LMS: Chat

LMS: Forum

LMS: Reports

Key Questions

• Does the technology suit the audience?

• Does the technology support the material?

• Does the technology add value?

Possibilities?• LMS – ‘community of practice’• Video – Scenarios for discussion @

monthly meetings• Videos – Sexual harassment, conflict

management• Assignments – Build

PowerPoint/Web Page for assessment (Can be done at a distance)

• CD – Materials for Reader• LMS – Enhance the distance learning

contacts sessions• Use to train facilitators• Create electronic portfolio/journal.• Policy/learning – Build archive of

electronic versions of policies and legislation available on support CD

Materials?• School Manager – Interviews• Scenarios • Financial Skills – • Human Resources module

simulations can be done online.• Simulations for new principals.

Different situations • Immediate responses from

computer

Materials must be contextual

Materials must not cut out physical contact (70% face to face vs 30% online)

Portfolio evidence must be done traditionally