8/3/2019 Power of eLearning
1/25
The E-learning Planning Process
8/3/2019 Power of eLearning
2/25
The Importance of Elearning Planning
The VPODDDA(Vision, Profile, Objectives,Design, Development, Delivery, Assessment)
Course Instruction Cycle The VPODD(Vision, Profile, Objectives, Design,
Development) ELearning Planning Model
Iterative Refinement
Reusable Elearning Resources
8/3/2019 Power of eLearning
3/25
Provides a frame of reference for considering all theimportant elements needed in an effective elearningcourse
Helps you focus on elearning pedagogy as well as ontechnology
Helps you set realistic goals
8/3/2019 Power of eLearning
4/25
TheVision Phase develop overview of the course Course content
Organization of topics
Goals of the course
8/3/2019 Power of eLearning
5/25
The Profile Phase - Collect and assimilateinformation about the course Prerequisite knowledge (students)
Hours of instruction
Class enrollment
Required expertise (instructor)
Location of class
8/3/2019 Power of eLearning
6/25
The Objectives Phase - Formulate course objectives(statements of measurable behaviors---studentoutcomes)
The Design Phase Identify learning activities
Design the resources to be used in the activities
Organize activities into coherent whole
8/3/2019 Power of eLearning
7/25
The Development Phase prepares lectures,assignments, tests and other resources conceivedduring the design phase
The DeliveryPhase Students are attending class
Instructor is facilitating learning
Instructor is processing student feedback
8/3/2019 Power of eLearning
8/25
TheAssessment Phase obtaining formal feedback Student performance
Instructor performance
8/3/2019 Power of eLearning
9/25
Based on the first
five phases of the
VPODDDA course
instruction cycle
Vision
ProfileObjectives
Design
Development
Delivery
Assessment
8/3/2019 Power of eLearning
10/25
Assumptions about the instructor Is subject matter expert
Has access to a LMS
Possesses the requisite computer skills for creating anelearning course
Will actually plan and develop his/her own instructionalenvironment
8/3/2019 Power of eLearning
11/25
Create a vision for how you want to use elearning inyour course Why do you want to use elearning?
What do you want to accomplish?
Can elearning enhance your current teaching practices?
What are your teaching strengths and weaknesses?
8/3/2019 Power of eLearning
12/25
Collect and process information about yourself as theinstructor, the students and the environment in which
you will deliver the course.
8/3/2019 Power of eLearning
13/25
Instructor Profiling Is your knowledge of elearning adequate to plan and
develop an elearning course?
Are you willing to commit to obtaining knowledge about
elearning ( time-consuming and ongoing)?
8/3/2019 Power of eLearning
14/25
Student Profiling What are the demographics of your class?
Will any of your students have disabilities?
What instruments and procedures will you use todetermine whether your students have the requiredprerequisite knowledge and technical skills to undertake
your class?
What are your students learning styles?
8/3/2019 Power of eLearning
15/25
Environmental Profiling What is the anticipated size of your class?
What computer technology is available to support thedevelopment and delivery of your course?
Will your course be offered totally online or in a hybriddelivery mode?
8/3/2019 Power of eLearning
16/25
Two categories: Course content objectives, which are specific and stated
in measurable terms
General knowledge objectives address knowledge derived
from any course, i.e. Critical thinking skills
Verbal and written communication skills
Lifelong learning skills
8/3/2019 Power of eLearning
17/25
Design Phase: conceive and design the individualresources of your course
Development Phase: create and implement theseresources and organize them on your coursesite
8/3/2019 Power of eLearning
18/25
Four categories of resources Getting-started resources
Course content resources
Policy and procedures resources
Course and coursesite assessment resources
8/3/2019 Power of eLearning
19/25
Getting-started resources: Course syllabus
Welcome message posted as an announcement
Staff information
An introductory electronic discussion to get studentscomfortable with the elearning environment
How-to tutorials on coursesite orientation
8/3/2019 Power of eLearning
20/25
Course Content Resources Content delivery resources, i.e., lecture notes, slide
shows, multimedia presentations
Assignment resources, i.e., reading assignments, group
projects and or discussions Student assessment resources, i.e., tests, self-
evaluations, peer evaluations, grading studentparticipation in online discussions
8/3/2019 Power of eLearning
21/25
Policy and Procedure Resources Policies must be posted regarding
How to submit assignments electronically
What to expect when a technology failure occurs and an
assignment is due What kind of student email you will answer and how
promptly
What you will and wont do for students who need help
8/3/2019 Power of eLearning
22/25
Policy and Procedures Resources Procedures are plans for dealing with foreseeable events
that will affect your students use of course resources What you will do if you are teaching a class and the
technology you need to conduct it fails How to deal with students who have very weak
communication skills How to deal with students who are incompetent in using the
computer
8/3/2019 Power of eLearning
23/25
Course and Coursesite Assessment Resources Instruments to assess the success and usability of your
coursesite How easy it is to use your coursesite and related resouces
Whether the leaning activities led to obtaining relatedcourse objectives
How good a job did you do as an instructor
8/3/2019 Power of eLearning
24/25
In any phase of the VPODDDA instruction cycle, youcan return to one of the VPODD planning phases tochange your elearning course. Formative evaluation (conducted during the course)
Summative evaluation (conducted after course delivery)
8/3/2019 Power of eLearning
25/25
Alearning object is a specific learning activity orchunk of instruction, (i.e., discussion questions,lectures, slide shows).
Objects can be reused and repurposedshared byother instructors who teach the same course ordifferent courses.
Standards are critical.