Introduction

• What is my elearning project?• Why have I chosen this project?• How is it being implemented (designed)? • Key insights and issues• References and influences• What do you think? QandA?

What is the eLearning project?

• New web solutions for pilot and launch• Global training framework of print, online and

instructor-led options• Supporting Infomedia trainers globally with

Train the Trainer sessions and toolkit• Adding webinars to the framework• Learners have training experience/ multi-role• Adapting current Train the Trainer materials to

support online Webinars

Why this elearning project?

• Support web solution• Costs and Time• Green/environmental innovation/our planet• Vast reach, remote, diverse• Short delivery timeframes• Maintenance/changing solutions• Recording of live session

How is it being implemented (design)?• Blended learning approach, a hybrid approach• Combination of online learning and offline activities

Online (ii)• Education Portal: learning environment• Products: Product training materials • Support: Train the Trainer materials• Community: Forum

• Online tools to support : Prepare, Deliver, Review• Online surveys, webinars, recordings, reporting, CRM, forum

eLearning Design Project - OnlineConceptual resources

Learning environment

• Tasks

• Resources

• Supports

eLearning Design Project - OnlinePerformance

supports-Trainer Toolkit

Community

eLearning Design Project - Online

How is it being implemented (design)?

Offline• Practicing and conducting live webinars• Authentic tasks and activities• Experiential, hands-on• At the time of need, templates, checklists, guidelines• Active Teacher support and expertise• Online tools support offline activities“Technology appears to have great potential to support

student performance of authentic tasks and their resultant learning.” Woo & Herrington

How is it being implemented (design)?

Customisation for local market/culture• Translation/ Localisation of web solution• Translation/Localisation of training solutions• Ability to customise for local market

Learning environment

• Tasks

• Resources

• Supports

Learning

Components

• Products• Support• Community

Insights and issues• Staged implementation region by region, most ready to least ready• Collaboration is key, ongoing educational process• Change management strategies inbuilt• Complex, changing work environment, real world context essential

• Focus is on:-supports/scaffolds…integrating into day to day work-building in reflection and learning opportunities, self-direction, self-regulation -shift from centralised to decentralised-shifting from delivery only to prepare and review more-intercultural awareness and acceptance of different ways

Insights and issues

• Learner readiness, self-efficacy and time

‘Students must be challenged with authentic tasks that drive the need to use, transform, apply, and reinterpret that information.’ (WandH)

• Organisational readiness, technological readiness• Decentralising knowledge, power• Community engagement on forum• Cultural diversity, global

• Reference group

Insights and issues• Changing pedagogical models• Behaviourism, cognitivism, experiential, constructivism, social constructivism, ‘The use of

authentic tasks is derived from social constructivist principles of locating learning in the context of reality.’ (WandH)

• Shift in pedagogy models to include socio-cultural aspects (Belisle C)• Building intercultural awareness and acceptance of different ways

An active approach to learning is not sufficient, if there is not, in the pedagogical environment that is set up, the elements that will trigger awareness of one’s actions, of the personal maturing that is happening, and of the resulting ‘distanciation’ with the knowledge building activity that constructivism involves. That is why learning, even within a constructivist understanding of learning, needs to be organized by teaching.

Teachers to select kinds of tasks .... The challenge for teachers today is to enter into a constructivist approach to learning and deploy a socio-cultural understanding of their activity. All these aspects can be said to refer to Vygosky socio-cultural theory of learning.

A traditional view of the learning process, - learning is a tedious solitary and linear process, based on identifying deficiencies and weaknesses in students, and on information transfer and reproduction – can be easily opposed to an emerging view – learning as an active social process, based on strengthening students abilities, interests and culture, an integrative, contextualized and versatile process.

New pedagogical model is needed., this model will obviously result from reflective practice and an awareness of what is knowledge and what is learning.

The work on intercultural competence...... clearly expands the pedagogical domain beyond intellectual goals to include cultural, affective and personal development. In so doing it brings about an inevitable shift of focus from the teacher to the learner, for the learner needs to become the pilot of the cultural, affective and personal transformative actions.

Key references and influences• Bokardo Social Web Design http://bokardo.com/archives/five-principles-to-design-by/

• Clark, D An Attack on ISD www.nwlink.com/~donclark/history_isd/attack.html

• Nichani, M. (2002). Empathic Instructional Design. elearningpost. Available: ww.elearningpost.com/articles/archives/empathic_instructional_design/

• Oliver, R. Herrington, J (2001) Online Learning Design for Dummies: Professional Development Strategies for Beginning Online Designers

• Siemens, G (2002) Instructional Design in Elearning. Elearningspace – everything elearning. www.elearningspace.org/Articles/InstructionalDesign.htm

• Teo, S. and Lange, H. (2008). Learning Design in the Online Environment – Challenging the Norms. Proceedings of Distance Learning and the Internet Conference 2008, Waseda University, Toykyo, Japan, pp 71-77.

Key references and influences• Belisle, C. (2008). eLearning and Intercultural dimensions of learning theories and teaching

models. e-Learning Papers. Available: http://www.elearningeuropa.info/files/media/media14903.pdf

• Godwin, L., and Kaplan, S. (2008). Designing ee-learning environments: Lessons from an online workshop. Innovate 4(4). Available: http://www.innovateonline.info/index.php?view=article&id=489

• Krishnan L, and Venkatesh R (2004), Experience-Enabling Design: An approach to elearning design, India and Singapore Available: http://www.elearningpost.com/articles/archives/experience_enabling_design_an_approach_to_elearning_design/

• Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6):51-54. Available: http://asianvu.com/digital-library/elearning/blended-learning-by_Singh.pdf

• Woo, Y., Herrington, J., Agostinho, S. and Reeves, T. (2007). Implementing Authentic Tasks in Web-Based Learning Environments. EDUCAUSE QUARTERLY, No 3, pp 36-43. Available: http://net.educause.edu/ir/library/pdf/EQM0735.pdf

Q and A

• Any tips for the design model?• Any tips for design project?• Any tips for community?• Discussion?