Teacher in the Web e-Learning Project

ISchool WebBoard
e-Learning Implementation
 Licensing Stuff and Copyright

 This is an open content compilation and distribution on the body of

knowledge, implementation cases, reusable templates, and open source
licensed software to jumpstart the effective and efficient service delivery
of Infocommunications technology in the instruction and learning.
 The information, documents and software introduced in this presentation
belong to the cited author(s) or company(s), and subject to the copyright
and licensing terms of the original author/s.
 This educational presentation does not claim connection nor represens
the cited products or corporation.
 All brand names and logos cited in this educational presentation are
copyrighted to the original author or corporation.
 This educational presentation adheres to applicable open source/content
license, and freely reusable clause provided by the source of the
materials.
 The Objectives
 Define the common language, work objectives, work packages,
process and technology to implement e-learning
 Build a common understanding on Instructional Design to
integrate digital technology resources in instruction and learning.
 Create the Instruction Plan template that incorporates modalities
of e-learning, and content from readily available digital
repositories.
 Initiate the process of designing of a course e-learning webboard
to contain competency standards, study guide, lecture notes, links
to on-line forum, e-mail group, blogs, wikipedia, and knowledge
references.
 Introduce the use of curricular content and standard references
from the World Wide Web
 Provide initial guidance on the use of software to create
presentation, web pages, and to get into the Internet.
 Day 1

 Morning:
ICT4E
 Afternoon:
Instructional Design and Planning Model
 Learning, Instruction, and Competency
 Instructional Design Process
 Task List of Instructional Designer
Program of Instruction and e-Learning Modalities
 e-Learning Defined
 e-Learning Modalities
 Day 2

 Morning:
On-line Identities
 Afternoon:
Open Source Services in the Internet
 Web Mail
 Web Log
 Wiki
 Web Host

Learning Content Management System
 Day 3

 Morning: Building the ISchool Web Board

 Discovery and Design
 Define the Learner
 Define Course Materials

Technology Support
 Afternoon:
 Lesson Plan Evaluation

Search the Net
 Evaluate Net Content
 Day 4
 Morning:
Building the ISchool Web Board Part II

Create the Web Page: Write a lesson web page to
contain presentation, activities, and assessment
 How to publish the web page, and to perform editing.
 Afternoon:
 Output Presentation and Critique
 Day 5

 Morning/Afternoon:


exposure to Open Source productivity tools
 Training Evaluation
 “For the computer to bring about
a revolution in (basic education)
higher education,
its introduction must be
accompanied by improvements
in our understanding of
learning and teaching.”

Herbert Simon, Nobel Laureate

Teacher’s Work Objectives
Work Packages of a Teacher
 Learning & Instruction

•Learning:
The process that results in changes in the
human behavior and in the human
capabilities to function or perform.

•Instruction:
Set of events that affects learners in
their way to achieve learning.
 Learning & Instruction
 Competency
...an integrated set of
skills, knowledge, and
attitudes that enables
one to effectively
perform the activities
of a given occupation
or function to the
standards expected in
employment.
 Learning & Instruction
 Content
 Suitability
 Outcome
 Learner

Attitude

Aptitude

Environment/Context
 Instruction

Face-to-Face

Self-paced/ independent

Blended

Activities
 Bloom’s Taxonomy of Learning
 Knowledge: arrange, define, duplicate, label, list, memorize,
name, order, recognize, relate, recall, repeat, reproduce state.
 Comprehension: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize, report, restate, review, select,
translate,
 Application: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write.
 Analysis: analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test.
 Synthesis: arrange, assemble, collect, compose, construct,
create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write.
 Evaluation: appraise, argue, assess, attach, choose compare,
defend estimate, judge, predict, rate, core, select, support, value,
evaluate.
 Instructional Tasks
 Learner Knowledge Level – selection of
appropriate content topic, and instructional
activity
 Learner Learning Attitude – Selection of
appropriate activity
 Assessment – selection of evaluation tool
to check student progress and attainment
of learning outcome/s
 The Term: E-Learning
 covers the wide set of
applications and processes,
such as Web-based
learning, computer-based
learning, virtual classrooms,
and digital collaboration
 includes the delivery of
content via Internet,
intranet/extranet Electronic Learning
(LAN/WAN), audio- and
videotape, satellite
broadcast, interactive TV,
CD-ROM, and more

Glossary of E-learning Circuit

 Instructional Technology
 the theory and
practice of design,
development,
utilization,
management and
evaluation of
processes and
resources for learning

Seels & Richey (1994).

 e-learning
The utilization of digital
technology for:

 Learning Reference
 Instructional Event

View skoool.ie e-Learning Project

e-Learning Tasks
References

Presentation Activity

Assessment

The iSchool WebBoard e-Learning Project

 The Term: Instructional Design
• The systematic development of
1.
Instructional specifications
based on some learning and
instructional theory
to ensure the quality of instruction.

• The process of analysis of learning needs

2.

and goals and the development of a 3.

delivery system to meet those needs.

• The development of instructional materials

4.

and activities;
activities and tryout and evaluation of all
instruction and learner activities.
 Instructional Design
Essential Steps
Evaluate
Revise

Implement

Develop Develop
Assessment Materials
Metrics
Identify
Develop
Analysis Instructional
Objectives
Strategy
Goal
Setting
ar rd
Le nda
r
ne
a
St
 ID Step 1 -Goal Setting
 Identifying the overall
course goal
 ID Step 2 -Analysis
 Analysis of what is to
be learned, of the
learners, of the
learning environment,
and, of the
environment in which
the learning is to
eventually be applied
 ID Step 3 – Objectives Development

 Identifying and stating

in measurable terms
the objectives for
each lesson
 ID Step 4 - Assessment Measures
Development
 Identifying criterion-
referenced
assessment
measures
 ID Step 5 -Instructional Strategies
Identification
 Chunking learning
into logical
components,
selecting the
appropriate media,
and identifying the
instructional
strategies that will
best facilitate learning
 ID Step 6 -Development of Materials
 Producing the
materials and Web
site components for
an online class; also
includes obtaining
commercially-
produced
materials/textbooks/e-
books/WBT/CBT as
appropriate
 ID Step 7 -Implement Instruction
 Make the
stakeholders
experience the
products.
 ID Step 8 -Evaluate and Revise
 Solicit feedbacks and
further the expert
review in order to
appropriately revise
materials
 Instructional Designer
 The Instructional Designer
 ID Template
 Program of Instruction Mindset
 "Using technologies
effectively in
education requires
shifting our focus from
teaching to learning,
with more and more
of the learning coming
under the control of
the learner”

….Ramirez, R., & Bell, R. (1994). Byting

back: Policies to support the use of
technology in education. Oak Brook,
IL: North Central Regional
Educational Laboratory
 Assumption 1
 Interaction rather than
isolation: Knowledge
and expertise develop
when students have a
chance to interact with
resources that include
their peers, teachers,
experts from various
fields, and print and
electronic text and
databases.
 Assumption 2
 Individual learning
styles: Learners are
most successful when
they can use a
learning style suited
to their needs.
 Assumption 3
 Adequate
professional
development: In
order to implement
and adapt alternative
learning strategies,
teachers must be
helped to become
models of active
learning.
 Assumption 4
 Learning as the
main consideration
in decision making:
Curriculum planning
and scheduling
should focus on using
time according to
learning needs, rather
than on conforming
learning to divisions
of time.
 Assumption 5
 Cognitive research:
Students learn best
when the tasks
involve meaningful
contexts, activities,
and problems so that
they can actively
construct their own
knowledge and
develop the ability to
apply what they learn
to new situations.
 Assumption 6
 Explicitly stated
performance
outcomes:
Accountability can be
ensured if progress
on assessment
measures reflects
skills learned in
classroom activities.
 Active Learning Model (J.Brunner)

Principles:
 Instruction must be concerned
with the experiences and
contexts that make the student
willing and able to learn
(readiness).
 Instruction must be structured
so that it can be easily grasped
by the student (spiral
organization).
 Instruction should be designed
to facilitate extrapolation and or
fill in the gaps (going beyond
the information given).
Do Active Learning
 Guide in Developing Online Content:

Gagne’s Nine Events of Instruction

• Gain attention
• Inform learner of objectives
• Stimulate recall of prior
learning
• Present stimuli with distinctive
features
• Guide learning
• Elicit performance
• Provide feedback
• Assess performance
• Enhance retention and learning
transfer to job
 IE1.Gain attention

 Use of multi-media, graphics and

animation
 Web-design
 Announcement (Calendar, e-mail)
 Discussion of current topics (e-forum)
 Referral to Web sites (Site Link)
 IE2. Inform objectives

 Course orientation
 Course tutorial
 Post syllabus
 IE3. Stimulate recall of prior learning

 Getting started self-test

 e-discussion of prior topics
 e-book reference
 0n-line tutorial sites
 IE4. Present the content

 Web-enhanced lectures,
 textbook activities, e-books
 technology-assisted content deliver
 Activities through Web-research
 simulations
 audio/video
 E-modules
 animation
 IE5. Provide Learning Guide

 Post syllabus
 course notes
 assignments
 other course materials
 IE7. Elicit feedback

 Web-enabled student surveys

 Discussions and
 Quizzes
 Students submit work electronically
 IE8. Provide feedback

 Electronic discussions
 email responses
 IE9. Assess performance

 Online testing
 Graded work is emailed back to the
students
 IE9. Enhance retention and job transfer

 Web-research fosters critical thinking

 Team collaborations
 Resolve case studies
 Use of technologies common in the
workplace
 Program of Instruction
 Well defined objectives in terms of
specific measurable objectives or
learning outcomes.
 Clearly spelled out skills, knowledge
and attitudes to be developed.
 Available resources and strategies to
be utilized.
 Organize structuring, sequencing,
presentation, and reinforcement of the
content.
 Matching of assessment methods to
the learning objectives to ensure
agreement between intended
outcomes and assessment
measurements.
 Mind Map
SUBJECT

AIM GOAL OBJECTIVES STUDENT

STANDARD CONTENT DURATION CERTIFICATION

MODULE 1 MODULE 2 MODULE 3 MODULE 4

Topic 1 Topic 2 Topic 3

Terminal Learning Learning Learning

Objectives Summary Notes Activity

Duration Learning Learning

Materials Reference Assessment
 How to be an e-learner
 The Web Site
 The Blogs
 The Forum
 The e-Mail
 The e-Book
 The Help File
 The Wikipedia
 The eBB
 On-line Assessment
 E-Library
 Infoweb
 Instructional Presentation Instructional Activity
eForum
Web Mail Blogs
Instructional Reference Web Host
Info Database
E-LEARNING LMS/CMS Service
Knowledge On-line Library INSTRUCTION EVENT
Comprehension
Quiz System
1. Gain attention
Application Instructional Assessment 2. Inform objectives
Analysis 3. Stimulate recall
Synthesis 4. Present stimuli
Evaluation THE INTERNET 5. Guide learning
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention
 The Subject Lesson Web Page
 The Subject Title
 The A.G.O.
 The Content Outline
 The Resource Links
 The Activities
 Read and Make a Report
 Read and Analysis
 Test
 Simulation
 Gamers
End of Presentation