Developing an Effective E-learning Product - Report Example

Name Subject Date Developing an Effective E-learning Product Introduction The imperativeness of e-learning in a world that is fast advancing in terms of technological orientations cannot be ignored or understated. The technology has enabled numerous developments in the education sector to the extent that facts and concepts are not only efficiently delivered but also simplified and delivery executed over wide geographical locations. As a result learning has grown to become easily and efficiently accessible, giving rise to the possibility of advancing both quantity and quality of education. The advanced technologies remain indispensable in defining the attributes and success of e-learning as a colossal integration of various technological aspects and learning paradigms that work in tandem to achieve the sole educational objective, which is learning. The networked information available at various websites and the technology of communication are just but some of the elements that form the fabric of e-learning. These provide the capacity to offer and receive almost all activities that are the building blocks of education in its entirety (Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S,. 1996) The nature of e-learning therefore requires that efficient methodologies should be designed and adopted for effective learning outcome. This is so important mostly in handling imaginative and critical e-learning in order to appeal to the real-world contexts. The efficacy of the designs and methodologies assumed entirely depend on the processes articulated in the construction of an e-learning product. e-learning involves the use of various sets of methods, with some being instructional while others practical. VOXOPO for instance acts like boards of messages in which voice is used to communicate. It has been used in the education for online learning. It is important in the creative and imaginative development in that it entails presentations done orally, practice of conversation, and learning of languages and project collaboration. All these combined and professionally administered, e-learning becomes realistic, necessary and extremely important. Developing e-learning products In the process of developing a product of e-learning, it is important to first to identify the most important needs of the learners. The understanding of the physical environments is not really of a huge concern, but again learning and the environment are almost intricate in the context that environment affects the consumption and application of the learning concepts. Through the process of blended learning, interaction at face to face level may be necessary or the courses may be delivered and obtained online. It emphasizes on the human interaction quality and quantity within the environment of learning. The e-learning product should exhibit a detail model document that is quite explicit of the minute project details and the interrelationship between them. This phase encompasses the detail design in which photographs, narrations, graphics, sound effects, animations and even the video. This stage puts a heavy demand on the shoulders of the developers and the client and development sides. Authoring tool is essential at this stage so as to accomplish the presentation and assemblage of assets, bearing in mind the features of administration, orientation, navigation management, interaction and record keeping (CARLINER, S. 2002). The product of e-learning should be relevant to the tools of work design and analysis that are essential components involved in the determination of the choice of graphic design and learner motivation. After constructing the detail design document, the developer now has enough recipes to procedurally undertake the development of e-learning product. What follows then after the first stage is the design and analysis step. This stage requires the involvement of the developer with tools of decision making. Some of these demanding decisions involve the conventions of naming as may be given by the labels of graphic artist, and the instructional designer. This will determine the identification of a module in relation to the graphic file allocated for it before it is documented and the assets integrated at the right program location. The development of the detail design is enormous utility in that the direction it offers is followed by a large number of users. It is the common source where details requisite to production are drawn from. These details have a particular range in which they are designed starting fro presentation sequencing to the requirements of tracking, formats of files for data exportation and the audio scripts. In the analysis of the processes involved in creating an e-learning product, it is essential to underline some of the fundamental guides and equipments basic for e-learning product development. For instance, authoring describes the process of product development in which tools of e-learning development are assembled and applied distinctly. This process is guided by certain influential basics. For instance, one needs to identify the manner in which instructional delivery will take place, the qualities and nature prevalent in the lesson deign, which examine if it requires video, animation or even audio (HORTON, W. K. (2006). It also seeks to illustrate the interactional levels and whether it needs to track huge volumes of statistics relevant to learners. One also needs to identify the person who is responsible for the e-learning authoring and maintenance and the program types one has handled besides the skill and experience level. The communication chain of the e-learning product must be analyzed within its organizational set up. All these, is to say that in developing the product, vision and reach ought to be attested to, so that the vision does not supersede the reach. These are therefore some of the limitations that needs to guide the developer. The e-learning product should be able to support learning in various aspects and modalities. First is the individualized online self-paced e-learning. In this regard, a learner access the resources of learning like online course contents or database through the internet or intranet. This may be inn the form where an individual learner singly studies through the internet or intranet or even carrying out research (YOUNG, L. E., & PATERSON, B. L. 2006). The second one is the individualized offline self-paced e-learning in which a learner learning resources through the computer assisted offline learning package or the databases while not directly connected to the internet or intranet during the learning period. In this case DVDs, CDs or a hard drive may be used to learn alone offline. The third one group based synchronous e-learning in which learner groups engage one another through the internet or intranet in the real time discussions. They may exchange ideas using mailing lists or texts. The fourth one involves group based asynchronous e-learning. In this case, learning does not take place in real time but is accustomed to time delay. That is to say, learners working in groups exchange ideas through discussions through computer based conferencing or electronic mailing lists within the confines of systems of learning managements. Modalities of e-learning Individualized online self-paced e-learning Individualized offline self-paced e-learning Group based synchronous e-learning Group based asynchronous e-learning As illustrated, it is therefore efficient for the teacher to engage with learners directly through the use of VOXOPOP in the delivery of learning contents or for instructions and consultation. The VOXOPOP utilizes the voice of both the teacher and the learner in the process of communication. The teacher and the learner do not have to meet face to face for learning to take place. The learners will simply log in to the e-learning portals where there are a variety of options necessary for learning (CARLINER, S. 2002). The learner then logs in to the VOXOPOP options to start communicating with the teacher at the other end. This is very efficient in tat it takes place in real time, which allows for immediate feedback. E-learning models can work better when they are designed to accommodate several functionalities of media influence. Media has a huge role in ensuring the success of e-learning activities. The skillful integration of instructional methods with the media has been hugely indispensable (HORTON, W. K. 2006). Teaching and learning are acutely influenced by the media functionalities mostly on the environments of learning. Learner motivation that is either intrinsic or extrinsic is very essential in any learning environment and this is one of the elements espoused by media in the process of teaching and learning. The graphical presentation of pictures and animations alongside sound availability is very motivating on the side of the learner, which results increased engagement with the learning resources hence quality learning. E-learning also goes a notch a head of classroom teaching and learning in the context that it brings out real world situations in the learning process in the best way, which is quite difficult to demonstrate within the classrooms. The use of the VOXOPOP is in itself a tremendous achievement in the dynamics of e-learning as it accomplishes the general influence of e-learning. This combined with other features of e-learning presents within the education systems and methodologies, a student or learner centered approach which completes the e-learning effectiveness. These are very important feature aspects that the designers of e-learning products must consider and apply the right technologies to be relevant to the fast changing and growing world. Integrating pedagogical Designs in e-learning products The pedagogy in learning to a great extent is efficiently measured through learning by experience what sometimes is referred to as practical learning. It is as well important to ensure that this not only achievable on a face to face or classroom teaching and learning but also provided for within the e-learning portals. Learning in this case should not be just a mere presentation and delivery of contents, but also on the learning experience. Some of these pedagogical designs among others include goal based learning as espoused by Naidu, Olivier and Kronios 1999. The other one is scenario-based learning as elaborated by Menon, Naidu, Lekamge, Gunawardena & Karunanayaka, 2005. Lyn 1996 also presented the case-based learning while Anderson, Naidu and Riddle talked about learning by designing. These are some of the example of pedagogical learning designs that any e-learning product must exhibit. They are products of situated cognition and constructivism principles which re-affirm the understanding that learning contextualized learning is both effective and efficient in the real world situations. One question one would definitely ask is that, how is this achievable in the process of designing an e-learning product. The developer must provide a variety of explicitly relevant learning resources such as the multimedia content, textbooks and resources on experience recapturing the experiences of experts and professionals on handling similar cases. Through this, learners can imaginatively relate to the experience of the practitioners and work creatively to achieve the same goal or mandate. Goal and problem based learning can be included in the designs through the presentation of problems to learners. This can be done either by presenting a text with a picture , video clip or plain texts. Small group working may be simulated so that learners within those groups can jointly engage to find the solution. Their decision making is crucial in this regard. In the goal based learning, it is the role of the developer to ensure that the goals that are supposed to be achieved by learners are underlined. This will then push the responsibility on the side of the learners to work to words conforming to the stated goals. In the goal based and case-based learning, the learners’ goals are well illustrated. A context is created for the learners through the e-learning product through the provision of a case within. The cases must be complex and rich in real world events and encounters. This emphasizes again on the part of development that a careful selection of cases must be adhered to so as to create a link between the cases presented and the end product of subject learning. Learning by designing is also another pedagogy that must be well inserted in the e-learning product. It should be designed so that learners are able to create a feature from conceptualization. In the field of engineering and architecture, this is most applicable. After stating the goals to learners more clearly, they are therefore left to ponder on how they can arrive at the solution. How they chose to d it is definitely their concern, which in essence improves their imagination and creativity (YOUNG, L. E., & PATERSON, B. L. 2006). After doing the above stated, it is necessary to develop tools for assessing the outcomes of learning, in relation to the adjusted tasks. To accomplish this, tasks which need to be completed b y the learners are developed. This will evaluate their levels of achievement and whether they have obtained certain specific standards in relation to real world situations. Assessment methods that may be involved include the oral responses. For instance through the VOXOPOP the learners or trainees may respond to the teacher’s/trainer’s questions. Critical reflections, learning logs and portfolios may also be included within the assessment tools (HORTON, W. K. 2006). These assessments ought to be done continuously to support and promote learning. Graphic presentation of e-learning model virtual learning. learning Learners have access to e-learning portals and resources References CARLINER, S. (2002). Designing e-learning. Alexandria, VA, ASTD. http://www.books24x7.com/marc.asp?bookid=4898. Bottom of Form HORTON, W. K. (2006). E-learning by design. San Francisco, Pfeiffer. Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S, (In press). How can scenario-based learning engender and promote reflective practice in online and distance education. In Mike Spector (Ed.), Finding Your Online Voice: Stories Told by Experienced Online Educators (pp. in press), NJ: Lawrence Erlbaum. SPRATT, C., & LAJBCYGIER, P. (2009). E-learning technologies and evidence-based assessment approaches. Hershey, PA, Information Science Reference. Top of Form YOUNG, L. E., & PATERSON, B. L. (2006). Teaching nursing: developing a student-centered learning environment. Philadelphia, Penns, Lippincott Williams & Wilkins. 28 Read More

After constructing the detail design document, the developer now has enough recipes to procedurally undertake the development of e-learning product. What follows then after the first stage is the design and analysis step. This stage requires the involvement of the developer with tools of decision making. Some of these demanding decisions involve the conventions of naming as may be given by the labels of graphic artist, and the instructional designer. This will determine the identification of a module in relation to the graphic file allocated for it before it is documented and the assets integrated at the right program location.

The development of the detail design is enormous utility in that the direction it offers is followed by a large number of users. It is the common source where details requisite to production are drawn from. These details have a particular range in which they are designed starting fro presentation sequencing to the requirements of tracking, formats of files for data exportation and the audio scripts. In the analysis of the processes involved in creating an e-learning product, it is essential to underline some of the fundamental guides and equipments basic for e-learning product development.

For instance, authoring describes the process of product development in which tools of e-learning development are assembled and applied distinctly. This process is guided by certain influential basics. For instance, one needs to identify the manner in which instructional delivery will take place, the qualities and nature prevalent in the lesson deign, which examine if it requires video, animation or even audio (HORTON, W. K. (2006). It also seeks to illustrate the interactional levels and whether it needs to track huge volumes of statistics relevant to learners.

One also needs to identify the person who is responsible for the e-learning authoring and maintenance and the program types one has handled besides the skill and experience level. The communication chain of the e-learning product must be analyzed within its organizational set up. All these, is to say that in developing the product, vision and reach ought to be attested to, so that the vision does not supersede the reach. These are therefore some of the limitations that needs to guide the developer.

The e-learning product should be able to support learning in various aspects and modalities. First is the individualized online self-paced e-learning. In this regard, a learner access the resources of learning like online course contents or database through the internet or intranet. This may be inn the form where an individual learner singly studies through the internet or intranet or even carrying out research (YOUNG, L. E., & PATERSON, B. L. 2006). The second one is the individualized offline self-paced e-learning in which a learner learning resources through the computer assisted offline learning package or the databases while not directly connected to the internet or intranet during the learning period.

In this case DVDs, CDs or a hard drive may be used to learn alone offline. The third one group based synchronous e-learning in which learner groups engage one another through the internet or intranet in the real time discussions. They may exchange ideas using mailing lists or texts. The fourth one involves group based asynchronous e-learning. In this case, learning does not take place in real time but is accustomed to time delay. That is to say, learners working in groups exchange ideas through discussions through computer based conferencing or electronic mailing lists within the confines of systems of learning managements.

Modalities of e-learning Individualized online self-paced e-learning Individualized offline self-paced e-learning Group based synchronous e-learning Group based asynchronous e-learning As illustrated, it is therefore efficient for the teacher to engage with learners directly through the use of VOXOPOP in the delivery of learning contents or for instructions and consultation.

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