Design, Development, And Implementation Of E-Learning

Design, Development, And Implementation Of E-Learning

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Type	Essay
Writer Level	Masters
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Description/Paper Instructions

Design, Development, And Implementation Of E-Learning

EDU 522 – Student Notes

COURSE DESCRIPTION

This course focuses on the design, development, and implementation of e-Learning. Topics include learning platforms for educational and corporate environments, online learning communities, designing content for online delivery, and preparing learners for online learning. Students will learn how to use e-Learning as a teaching tool in a traditional classroom or training environment.

INSTRUCTIONAL MATERIALS

Required Resources

Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage Publications.

Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage Publications.

Supplemental Resources

Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI Global. Retrieved from https://search-ebscohost-com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN=253987&site=ehost-live&scope=site

EduTech Wiki. (2006). Flow theory. Retrieved from http://edutechwiki.unige.ch/en/Flow_theory

Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Retrieved from http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf

Khan, B. (2010). The global e-learning framework. Retrieved from

https://www.academia.edu/2478564/The_Global_e-Learning_Framework_by_Badrul_H._Khan

NASA. (2013). Digital Learning Network. Retrieved from http://www.nasa.gov/offices/education/programs/national/dln/index.html

Websites

Association for Educational Communications and Technology (AECT). (2013) General format. Retrieved from http://www.aect.org/newsite/

Education Technology Organizations. (2007) General format. Retrieved from http://informns.k12.mn.us/Educational_Technology.html

International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS) for Teachers, Coaches, and Students. (2012) General format. Retrieved from https://www.iste.org/

U.S. Department of Education Grant Programs. (n.d.) General format. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/edgrants.html

COURSE LEARNING OUTCOMES

1. Explain the factors that contribute to the evolution of e-Learning.
2. Analyze different needs of e-Learning in educational and non-educational settings.
3. Analyze various learning communities.
4. Describe different learning environments and modes of e-Learning.
5. Apply educational theory to an e-Learning environment.
6. Analyze design and instructional concepts of e-Learning.
7. Describe the unique needs and challenges of virtual learners.
8. Design an online learning experience.
9. Plan the resources required to support an online learning experience.
10. Explain the ethical considerations of e-Learning.
11. Use technology and information resources to research issues in theory and practice of e-Learning.
12. Write clearly and concisely about theory and practice of e-Learning using proper writing mechanics.

WEEKLY COURSE SCHEDULE

The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.

Week	Preparation, Activities, and Evaluation	Points
1	Preparation · Reading(s) · Holmes, Chapter 1: Introduction · Rudestam, Chapter 1: The Flourishing of Adult Online Education: An Overview Activities · Discussions Evaluation · None	20
2	Preparation · Reading(s) · Holmes, Chapter 2: Enter e-Learning · Rudestam, Chapter 2: Presence in Teleland · Rudestam, Chapter 3: The Challenges of Culture and Community in Online Academic Environments · e-Activity · Go to the University of Colorado at Boulder PhET’s Interactive Simulations Website located at http://phet.colorado.edu/en/simulations/category/new. Click on three simulations and participate in each of the simulations. Be prepared to discuss. Activities · Discussions Evaluation · None	20
3	Preparation · Reading(s) · Holmes, Chapter 3: A Potted History of e-Learning · Holmes, Chapter 4: e-Learning – An Educational Revolution · Rudestam, Chapter 6: Media Psychology Controls the Mouse That Roars · Rudestam, Chapter 7: Globalization in Online Learning · e-Activity · Search the Internet for at least six signs (icons), determine the meaning of the signs (icons), evaluate their effectiveness, and then organize your findings in a matrix with three columns and six rows. Put the matrix in an Excel spreadsheet. Put these headings on the columns: (A) Sign, (B) Meaning, and (C) Effectiveness. Put the six signs (icons) in separate rows in the first column (may title the icon or describe it if you do not have the graphic). In the second column, state the meaning of the sign (icon). Then, in the third column, evaluate the effectiveness of the sign (icon). (Note: Since e-Learning is available to various places and cultures in the global community, carefully designing a Web-based learning environment that recognizes cultural differences is important. Because signs can be misread, the concept of signs as they relate to different cultures could have a tremendous impact on using technology as e-learners gain access to expanded communities of learning.) For example, a parachute icon used in a piece of computer software as a “bail out” was changed by the software’s creators because it was not inherently understood as a “bail out” or “quit” by all users. Be prepared to discuss. Activities · Discussions Evaluation · Assignment 1: e-Learning	20 120
4	Preparation · Reading(s) · Holmes, Chapter 5: e-Learning Theory – Communal Constructivism · Rudestam, Chapter 5: Applying Social Systems Thinking and Community Informatics Thinking in Education: Building Efficient Online Learning Design Culture in Universities · Rudestam, Chapter 13: Synthesizing Higher Education and Corporate Learning Strategies · e-Activities · Search the Internet for at least two customized search engines and explain the advantages and disadvantages of these special engines. (Note: For examples, go to the following Website (but do not use it as your example): Searching the Web located at http://www.udel.edu/sine/searchquest/. Then, go to Search Engine Showdown, located at http://searchengineshowdown.com/ to read an article on a recent event published by Greg R. Notess at this URL under the heading “Search News.” Be prepared to discuss. · Use the Internet and Strayer Library to research constructivism as a learning theory in relation to the e-Learning process. Be prepared to discuss. Activities · Discussions Evaluation · None	20
5	Preparation · Reading(s) · Holmes, Chapter 6: e-Learning Design – Concepts and Considerations · Rudestam, Chapter 12: Designing and Developing Web-Based Intelligent Tutoring Systems: A Step-by-Step Approach With Practical Applications · e-Activities · Search the Internet for at least two effective evaluation and quality assurance methods used by K-12 systems (K-12 virtual high schools), colleges, and universities (online courses and / or corporate programs) to ensure quality e-Learning experience. For example: Badrul Khan designed a Web-based framework to help online programs in the design and development of high-quality e-Learning learning environments located at: https://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/STRIDE_Hb8_Full.pdf. Read Chapter 5 on p. 42. Be prepared to discuss. · Go to MyMathLab, located at http://www.mymathlab.com/, which is considered an effective Internet-based tool that supports students who are in need of a math refresher, drill and practice, or an e-tutor in basic and advanced math. Tour the MyMathLab, located under the menu “Tours and Training,” and then evaluate its advantages or disadvantages to students who need help in math. Be prepared to discuss. Activities · Discussions Evaluation · Assignment 2: Using and Applying Badrul Khan’s Web-based Framework	20 120
6	Preparation · Reading(s) · Holmes, Chapter 7: Empowered Learners – Powerful Tools for Learning · Rudestam, Chapter 4: Evolving Technologies · e-Activities · Go to the U.S. Congress and Library of Congress Website, located at http://www.loc.gov/index.html, and search for new copyright initiatives and laws that have recently been adapted and ratified by these legislators which may have impacted the design, development, and implementation of distance learning, particularly e-Learning. Be prepared to discuss. · Search the Internet for effective tools and applications used by colleges and universities in e-Learning environment to prevent plagiarism and cheating. Be prepared to discuss. Activities · Discussions Evaluation · Assignment 3: Proposed Course for Development Part 1	20 140
7	Preparation · Reading(s): · Rudestam, Chapter 10: Revisiting the Design and Delivery of an Interactive Online Graduate Program · Rudestam, Chapter 11: Candlepower: The Intimate Flow of Online Collaborative Learning · e-Activity · *Go to the International Society for Technology in Education (ISTE) Website, located at http://www.iste.org/standards/nets-for-teachers. Navigate to the right side to NETS for Teachers Resources and click on the NETS-T link. Review the standards. Be prepared to discuss. Activities · Discussions Evaluation · None	20
8	Preparation · Reading(s) · Holmes, Chapter 8: e-Learning – Learner Emancipation · Rudestam, Chapter 15: Beyond the Looking Glass: What Faculty and Students Need to Be Successful Online · e-Activity · Use the Internet and Strayer Library, or both, to find guidelines for and examples of providing access to online instruction to and assessment of learners with disabilities. Be prepared to discuss. Activities · Discussions Evaluation · Assignment 4: Designing and Developing an E-Learning Course – Part 2	20 200
9	Preparation · Reading(s) · Holmes, Chapter 9: e-Learning – Endless Development? · Rudestam, Chapter 16: Teaching Professionals to Be Effective Online Facilitators and Instructors: Lessons From Hard-Won Experience · e-Activity · Use the Internet to find two examples of social software. Be prepared to discuss. Activities · Discussions Evaluation · None	20
10	Preparation · Reading(s): · Rudestam, Chapter 9: Uncertain Frontiers: Exploring Ethical Dimensions of Online Learning · e-Activity · Use the Internet and the Strayer Library, or both, to research ethical issues facing institutions that deliver online courses for credit. Be prepared to discuss. Activities · Discussions Evaluation · Assignment 5: Designing and Developing an E-Learning Course – Part 3	20 200
11	Preparation · Reading(s): None Activities · Discussions Evaluation · None	20

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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