1. Identify five key concepts or themes related to eLearning Design and Development and explain what you know about each.
Social learning - Social learning is the acquisition of knowledge by interacting with other people. Those people can be peers or experts in the field (like teachers).
Mobile learning - Mobile learning is learning is the use of personal electronic devices through multiple contexts to obtain information. This concept is very practical and quickly expanding. It allows for quick and efficient interaction among students, content, and instructors. I believe this will play a major role in the future of e-Learning.
Gamification - Gamification is the use of game thinking and mechanics in non-game contexts to engage users in solving problems. This concept can apply to eLearning by making the content more appealing for the user. Students are able to earn badges or level-up as they read through content and answer questions, making the learning more engaging.
Absorb-type activities - Absorb-type activities are ones that offer information to the learners. In absorb activities, the content is the main driving force and the learners absorb the knowledge offered by the content.
Do-type activities - Do-type activities are ones that transform information into knowledge and skills. In do activities, learners discover, analyze, condense, discuss, debate, and apply knowledge.
2. Speculate on the future of eLearning and what your role in that future might be.
I believe e-Learning is expanding more and more each day. The world is moving closer to an age where e-Learning will be specifically tailored to learners. There is a vast array of information available for users to acquire knowledge. I believe that in the future, learners will participate in surveys or questionnaires to determine their current level of knowledge in specific fields and then that information will be used to build modules that will fill in the gaps and extend their knowledge in the field. I also believe that mobile learning will play a very big role in e-Learning because of the convenience and practicality.
3. Revise the eLearning development template/instructional design process you developed earlier for yourself. Be sure to:
a) List all of the roles of people who will be involved in the typical development.
b) Identify your role.
c) Explain the type of courses or other eLearning development the template is for (higher education course, corporate training etc.)
d) Provide a clear label for all included elements.
e) Provide a clear description of each included element.
f) Provide a narrative explaining how the template would be used.
The people involved would be the designer of the materials, the developer of the actual materials, and myself. I would lead the team and instruct them on what specific vision I have for the materials and sections.
The template is for a high school level course in trigonometry but could be used for other math courses with different content. The template would be used as a general blueprint of what the final product will consist of. I would help the designer and developers along the way to ensure that the final product is built to the specifications for my course.
1. Identify your underlying goal:
The ultimate goal of the instruction will be for the audience to be able to determine what the missing values are for given right triangles. Students will need to identify whether they are looking for missing sides or angles. Then, they will identify which of the three trigonometric functions to use and solve for the missing values.
2. Analyze learners' needs and abilities:
Learners have no prior experience in the field of trigonometry. They do, however, have experience with right triangles and slope. Students will be able to identify which trigonometric function to use in specific situations to solve right triangle problems, including real-world problems. I prefer using PowerPoint presentations to implement lessons and google forms for assessment purposes.
3. Identify what to teach:
Students will be taught how to identify and label the sides of a right triangle. Following that, students will be taught SohCahToa to determine which trigonometric ratio to use in different situations. Students will also be introduced to inverse trigonometric functions.
4. Set learning objectives:
Students can label the sides of the right triangle. Students can determine which of the three functions to use. Students can determine whether to use the regular functions or the inverse functions. Students can solve for missing sides or angles in a right triangle.
5. Identify prerequisites:
Know how to identify the hypotenuse and legs of a right triangle.
6. Pick the approach to meet each objective:
Students will be taught information through powerpoint presentation and will be assessed through online tests.
7. Decide the teaching sequence of your objectives:
To be able to identify the sides of a right triangle.
To be able to identify which trigonometric function to use in each problem.
To set up an equation to solve the problem.
To solve the problem (using inverse trigonometric functions if necessary).
8. Create objects to accomplish objectives:
PowerPoints and videos will drive the course and deliver the information needed to accomplish the objectives.
9. Create tests (Add other methods to determine whether or not objectives are met as appropriate.):
Online tests through google forms.
10. Select learning activities:
Solving problems involving right triangles and either missing sides or angles. Solving real-world word problems that require drawing illustrations of the problem and using trigonometry to solve.
11. Choose Media (Add a discussion of activity structures and interactions.):
I will use a powerpoint and screencasting tools to deliver the content of this course. Google forms will also be used.
Sunday, June 14, 2015
Monday, June 8, 2015
Session 9
Session 9
1. Define the terms "Game" and "Simulation" as they relate to eLearning.
Games and simulations allow users to practice tasks and skills while having fun. However, they always serve a purpose. They teach something first and entertain second. Learning games build on established tendencies to arouse curiosity and competitive urges. Simulations allow learners to verify that they can perform specific tasks.
2. What are the key characteristics of a Simulation?
Simulations allow learners to verify that they can perform specific tasks. It enables types of learning not practical in classrooms.
3. What are some of the strengths or advantages of Games and Simulations in eLearning?
Games and simulations can be good because it allows the learners to learn from their mistakes without the permanent consequences. They also allow learners to simplify complex tasks and test different hypotheses.
4. What are some of the weaknesses or disadvantages of Games and Simulations in eLearning?
A disadvantage can be that it may take the focus away from the main objectives and goals.
5. Explain the term, "Gamification" and explain how this concept might apply to eLearning.
Gamification is the use of game thinking and mechanics in non-game contexts to engage users in solving problems. This concept can apply to eLearning by making the content more appealing for the user. Students may be able to earn badges or level-up as they read through content and answer questions, making the learning more engaging.
6. Pick a topic and describe a game or a simulation or gamification concept that would be effective.
The topic could be using the order of operations in solving mathematical equations. The users could receive points for answering each question correctly and the difficulty of the questions would increase as the user moved up through the levels. The user could move forward with the game until they answer three questions incorrectly. Tips could be shown after a question is answered incorrectly. The high scores would show up at the end.
1. Define the terms "Game" and "Simulation" as they relate to eLearning.
Games and simulations allow users to practice tasks and skills while having fun. However, they always serve a purpose. They teach something first and entertain second. Learning games build on established tendencies to arouse curiosity and competitive urges. Simulations allow learners to verify that they can perform specific tasks.
2. What are the key characteristics of a Simulation?
Simulations allow learners to verify that they can perform specific tasks. It enables types of learning not practical in classrooms.
3. What are some of the strengths or advantages of Games and Simulations in eLearning?
Games and simulations can be good because it allows the learners to learn from their mistakes without the permanent consequences. They also allow learners to simplify complex tasks and test different hypotheses.
4. What are some of the weaknesses or disadvantages of Games and Simulations in eLearning?
A disadvantage can be that it may take the focus away from the main objectives and goals.
5. Explain the term, "Gamification" and explain how this concept might apply to eLearning.
Gamification is the use of game thinking and mechanics in non-game contexts to engage users in solving problems. This concept can apply to eLearning by making the content more appealing for the user. Students may be able to earn badges or level-up as they read through content and answer questions, making the learning more engaging.
6. Pick a topic and describe a game or a simulation or gamification concept that would be effective.
The topic could be using the order of operations in solving mathematical equations. The users could receive points for answering each question correctly and the difficulty of the questions would increase as the user moved up through the levels. The user could move forward with the game until they answer three questions incorrectly. Tips could be shown after a question is answered incorrectly. The high scores would show up at the end.
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