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E-learning CEL 420
Prof JG Knoetze Curriculum Studies Faculty of Education University of Pretoria 2008
Table of contents 1
Contact details of lecturer
3
2
Schedule
3
3
Assessment
4
4
Academic honesty
4
5
Learning object 1: E-learning defined
4
6
Learning object 2: Types of engagement skills in e-learning
5
7
Learning object 3: Learning skills for the twenty-first century
6
8
Learning object 4: Weblogs defined
7
9
Learning object 5: Using weblogs in education
7
10
Learning object 6: Using podcasts in education
8
11
Learning object 7: Content authoring
9
Addendum A: Assessment rubrics
10
2
1
Contact details of lecturer Lecturer: Prof JG Knoetze Department: Curriculum Studies Office: Aldoel-Building F211 Telephone (work): 012 420-2886 E-mail (work): [email protected] E-mail (home): [email protected] Consultation hours: Per appointment
2
Schedule Session 1: Learning object 1 ,2 & 3 Date: 19 July 2008 Time: 08:30 – 11:30 Venue: Computer Laboratory: Groenkloof Campus
Session 2: Learning object 4, 5 & 6 Date: 22 August 2008 Time: 17:00 – 20:00 Venue: Computer Laboratory: Groenkloof Campus
Session 3: Learning object 7 Date: 17 October 2008 Time: 17:00 – 20:00 Venue: Computer Laboratory: Groenkloof Campus
3
3
Assessment
To successfully demonstrate the outcomes of this module, candidates will have to: • •
Complete and submit all the assignment(s). Sit for a written examination on the theory relating to this module.
The marks obtained for the tests and the practical assignment(s) will constitute your module mark. The average of the module mark and the mark obtained in the written examination will constitute the final mark pertaining to the module. The written examination will be November 2007 in the Gym Hall at the Groenkloof Campus.
4
Academic honesty
It is expected from candidates to uphold the highest level of academic honesty. A candidate will not submit assignments by copying the work of another candidate. Direct quotations, facts and figures, as well as ideas and theories, from both published and unpublished works must always be referenced. A charge of misconduct will be laid against a student that violates the copyright law. A Committee of Discipline can then: • • •
Deprive a student the right or a privilege in terms of his or her registration; Suspend a student for a specified period; Deny a student the privilege of re-registration as a student at the University.
Consult an official guide on one of the referencing styles. The Harvard referencing style is sufficient for use in this module (http://library.curtin.edu.au/referencing/harvard.pdf).
5
Learning object 1: E-learning defined
5.1 •
Learning outcomes Describe e-learning as defined by the European e-Learning Action Plan.
4
• • • • • •
5.2
Identify and discuss the opportunities that e-learning offers the educator. Describe the concept blended learning. Name and discuss the aspects that managed learning environments manage. Name and discuss the type of communication tools that support interaction in a virtual learning environment. Describe the concept virtual learning environment. List and discuss the elements that a virtual learning environment should implement.
Reading activity
Holmes B & Gardner J (2006) E-Learning concepts and practice. London: SAGE Publications, pp 14 – 16. Read the indicated section attentively and analytically and determine: • • • • •
5.3
The definition of e-learning by the European e-Learning Action Plan. The opportunities that e-learning offers the educator. The meaning of the concept blended learning. The aspects that managed learning environments. The type of communication tools that support interaction in a virtual learning environment.
Assignment 1
Answer the following questions using MS Word: •
Define of e-learning as interpreted by the European e-Learning Action
Plan. • • • •
Briefly discuss the opportunities that e-learning offers the educator. Briefly discuss the meaning of the concept blended learning. Briefly discuss aspects that managed learning environments Briefly discuss the type of communication tools that support interaction in a virtual learning environment.
Save the document as assignment01.doc and upload the document to your esnips account. Send the URL of your assignment to the lecturer.
5
6
Learning object 2: Types of engagement skills in elearning
6.1 •
6.2
Learning outcomes Briefly discuss the types of engagement required from a learner in an e-learning environment.
Reading activity
Holmes B & Gardner J (2006) E-Learning concepts and practice. London: SAGE Publications, pp 2 - 8. Read the indicated section attentively and analytically and determine: •
6.3
The types of engagement required from a learner in an e-learning environment.
Assignment 2
List and briefly discuss the types of engagement required from a learner in an e-learning environment. Save the document as assignment02.doc and upload the document to your esnips account. Send the URL of your assignment to the lecturer.
Learning object 3: Learning skills for the twentyfirst century
7
7.1 • •
7.2
Learning outcomes List the two skills areas identified by the US-based Partnership for 21st Century Skills. Discuss the skills classified under each of the two skills areas.
Reading activity
Holmes B & Gardner J (2006) E-Learning concepts and practice. London: SAGE Publications, pp 54 - 56. Read the indicated section attentively and analytically and determine:
6
• •
7.3
The two skills areas identified by the US-based Partnership for 21st Century Skills. The skills classified under each of the two skills areas.
Assignment 3
“Communication skills. Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts.” The mentioned skill is one of the ICT learning skills for the 21st century. Briefly discuss this skill. Save the document as assignment03.doc and upload the document to your esnips account. Send the URL of your assignment to the lecturer.
8
Learning object 4: Weblog defined
8.1 • • •
8.2
Learning outcomes Describe the concept weblog. Discuss the characteristics of weblogs. Discuss the potential positive impact of weblogs on students.
Reading activity
Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, pp 17 - 20. Read the indicated section attentively and analytically and determine: • • •
8.3
The meaning of the concept weblog. The characteristics of weblogs. The potential positive impact of weblogs on students.
Exercise
Create a mind map, using Cmap tools, pertaining to the definition, characteristics and potential positive impact of weblogs on students.
7
9
Learning object 5: Using weblogs in education
9.1 •
•
9.2
Learning outcomes Discuss weblogs as being used as class portals, online filing cabinets, e-portfolios, collaborative space, knowledge management and school websites. Discuss the components of a school website.
Reading activity
Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, pp 21 – 26.
9.3
Exercise
Design a website for a department at a higher education institution.
10
Learning object 6: Using podcasts in education
10.1 Learning outcomes • • •
Discuss the meaning of the concept podcasting. Discuss the steps in creating a podcast. Discuss the ways of using podcasts in education.
10.2 Reading activity Richardson W (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, pp 112 - 122. Read the indicated section attentively and analytically and determine: • • •
The meaning of the concept podcasting. The steps in creating a podcast. The ways of using podcasts in education.
10.3 Exercise Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, p 5. Use the content in the above mentioned section and write a script of 150 words on The read/write web in education. Record the script using Audacity 8
and save the recording as an mp3 file. Upload the mp3 file to your esnips account.
11
Learning object 7: Content authoring
11.1 Learning outcomes • • •
Discuss the meaning of the concept e-learning content authoring. Discuss the three major steps in content authoring. Create e-learning content using eLearning Xhtml editor (http://exelearning.org/
11.2 Reading activity Fataji, B (n.d.) Experiences and issues in authoring elearning content with solutions applied under the e-learning framework project. Avaliable online at http://www.iadis.org/Multi2006/Papers/17/S034_EL.pdf [12 May 2007]. Read the indicated section attentively and analytically and determine: • •
The meaning of the concept e-learning content authoring. The three major steps in content authoring.
11.3 Assignment Create an e-learning course using eXe on a topic of your choice. Save the course as a website. Zip the folder and upload it to your esnips account. Send the URL of your assignment to the lecturer.
9
Addendum A: Assessment rubrics
10
CEL 420 2007 Assignment 3 Student number:
Organization
•
•
•
Delivery
•
•
•
•
Name: Exemplary 3 Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. Aesthetic design presents and communicates course information clearly throughout the course. All web pages are visually and functionally consistent throughout the course. Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content. Learning objectives are identified and learning activities are clearly integrated. Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides multiple activities that
•
•
•
•
•
•
•
Accomplished 2 Course is organized and navigable. Students can understand the key components and structure of the course. Aesthetic design presents and communicates course information clearly. Most web pages are visually and functionally consistent.
Course offers some opportunities for interaction and communication student to student, student to instructor and student to content. Learning objectives are identified and learning activities are implied. Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides some activities to help students develop critical thinking and/skills or problem-
• •
•
•
•
•
•
Beginning 1 Course organization needs attention. Aesthetic design does not present and communicate course information clearly. Web pages are inconsistent both visually and functionally.
Course offers limited opportunity for interaction and communication student to student, student to instructor and student to content. Learning objectives are vague or incomplete and learning activities are absent or unclear. Course provides few visual, textual, kinesthetic and/ or auditory activities to enhance student learning. Course provides limited or no activities to help students develop critical thinking and/or problem
Weight
10
10
Score
Final
Assessment
•
•
•
•
•
Innovative teaching
•
•
•
help students develop critical thinking and problem-solving skills. Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery. Learning objectives, instructional and assessment activities are closely aligned. Ongoing multiple assessment strategies are used to measure content knowledge, attitudes and skills. Regular feedback about student performance is provided in a timely manner throughout the course. Students' selfassessments and peer feedback opportunities exist throughout the course. Course uses a variety of technology tools to appropriately facilitate communication and learning. New teaching methods are applied and innovatively enhance student learning, and interactively engage students. A variety of multimedia elements and/or learning objects are
solving skills.
•
•
•
•
•
•
•
•
•
Course has some activities to assess student readiness for course content and mode of delivery. Learning objectives, instructional and assessment activities are somewhat aligned. Ongoing strategies are used to measure content knowledge, attitudes and skills. Opportunities for students to receive feedback about their own performance are provided. Students' self-assessments and/or peer feedback opportunities exist.
Course uses some technology tools to facilitate communication and learning. New teaching methods are applied to innovatively enhance student learning. Multimedia elements and/or learning objects are used and are relevant to student learning. Course optimizes Internet access and effectively engages students in the
solving.
•
•
•
•
•
•
•
•
•
Course has limited activities to assess student readiness for course content and mode of delivery. Learning objectives, instructional and assessment activities are not closely aligned. Assessment strategies are used to measure content knowledge, attitudes and skills. Opportunities for students to receive feedback about their own performance are infrequent and sporadic. Students' self-assessments and/or peer feedback opportunities are limited or do not exist.
Course uses limited technology tools to facilitate communication and learning. New teaching methods are applied to enhance student learning. Multimedia elements and/or learning objects are limited or non-existent. Course uses Internet access and engages students in the learning
10
5
12
•
used and are relevant to student learning throughout the course. Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course.
learning process.
process.
13
Prof JG Knoetze Curriculum Studies Faculty of Education University of Pretoria 2008
Table of contents 1
Contact details of lecturer
3
2
Schedule
3
3
Assessment
4
4
Academic honesty
4
5
Learning object 1: E-learning defined
4
6
Learning object 2: Types of engagement skills in e-learning
5
7
Learning object 3: Learning skills for the twenty-first century
6
8
Learning object 4: Weblogs defined
7
9
Learning object 5: Using weblogs in education
7
10
Learning object 6: Using podcasts in education
8
11
Learning object 7: Content authoring
9
Addendum A: Assessment rubrics
10
2
1
Contact details of lecturer Lecturer: Prof JG Knoetze Department: Curriculum Studies Office: Aldoel-Building F211 Telephone (work): 012 420-2886 E-mail (work): [email protected] E-mail (home): [email protected] Consultation hours: Per appointment
2
Schedule Session 1: Learning object 1 ,2 & 3 Date: 19 July 2008 Time: 08:30 – 11:30 Venue: Computer Laboratory: Groenkloof Campus
Session 2: Learning object 4, 5 & 6 Date: 22 August 2008 Time: 17:00 – 20:00 Venue: Computer Laboratory: Groenkloof Campus
Session 3: Learning object 7 Date: 17 October 2008 Time: 17:00 – 20:00 Venue: Computer Laboratory: Groenkloof Campus
3
3
Assessment
To successfully demonstrate the outcomes of this module, candidates will have to: • •
Complete and submit all the assignment(s). Sit for a written examination on the theory relating to this module.
The marks obtained for the tests and the practical assignment(s) will constitute your module mark. The average of the module mark and the mark obtained in the written examination will constitute the final mark pertaining to the module. The written examination will be November 2007 in the Gym Hall at the Groenkloof Campus.
4
Academic honesty
It is expected from candidates to uphold the highest level of academic honesty. A candidate will not submit assignments by copying the work of another candidate. Direct quotations, facts and figures, as well as ideas and theories, from both published and unpublished works must always be referenced. A charge of misconduct will be laid against a student that violates the copyright law. A Committee of Discipline can then: • • •
Deprive a student the right or a privilege in terms of his or her registration; Suspend a student for a specified period; Deny a student the privilege of re-registration as a student at the University.
Consult an official guide on one of the referencing styles. The Harvard referencing style is sufficient for use in this module (http://library.curtin.edu.au/referencing/harvard.pdf).
5
Learning object 1: E-learning defined
5.1 •
Learning outcomes Describe e-learning as defined by the European e-Learning Action Plan.
4
• • • • • •
5.2
Identify and discuss the opportunities that e-learning offers the educator. Describe the concept blended learning. Name and discuss the aspects that managed learning environments manage. Name and discuss the type of communication tools that support interaction in a virtual learning environment. Describe the concept virtual learning environment. List and discuss the elements that a virtual learning environment should implement.
Reading activity
Holmes B & Gardner J (2006) E-Learning concepts and practice. London: SAGE Publications, pp 14 – 16. Read the indicated section attentively and analytically and determine: • • • • •
5.3
The definition of e-learning by the European e-Learning Action Plan. The opportunities that e-learning offers the educator. The meaning of the concept blended learning. The aspects that managed learning environments. The type of communication tools that support interaction in a virtual learning environment.
Assignment 1
Answer the following questions using MS Word: •
Define of e-learning as interpreted by the European e-Learning Action
Plan. • • • •
Briefly discuss the opportunities that e-learning offers the educator. Briefly discuss the meaning of the concept blended learning. Briefly discuss aspects that managed learning environments Briefly discuss the type of communication tools that support interaction in a virtual learning environment.
Save the document as assignment01.doc and upload the document to your esnips account. Send the URL of your assignment to the lecturer.
5
6
Learning object 2: Types of engagement skills in elearning
6.1 •
6.2
Learning outcomes Briefly discuss the types of engagement required from a learner in an e-learning environment.
Reading activity
Holmes B & Gardner J (2006) E-Learning concepts and practice. London: SAGE Publications, pp 2 - 8. Read the indicated section attentively and analytically and determine: •
6.3
The types of engagement required from a learner in an e-learning environment.
Assignment 2
List and briefly discuss the types of engagement required from a learner in an e-learning environment. Save the document as assignment02.doc and upload the document to your esnips account. Send the URL of your assignment to the lecturer.
Learning object 3: Learning skills for the twentyfirst century
7
7.1 • •
7.2
Learning outcomes List the two skills areas identified by the US-based Partnership for 21st Century Skills. Discuss the skills classified under each of the two skills areas.
Reading activity
Holmes B & Gardner J (2006) E-Learning concepts and practice. London: SAGE Publications, pp 54 - 56. Read the indicated section attentively and analytically and determine:
6
• •
7.3
The two skills areas identified by the US-based Partnership for 21st Century Skills. The skills classified under each of the two skills areas.
Assignment 3
“Communication skills. Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts.” The mentioned skill is one of the ICT learning skills for the 21st century. Briefly discuss this skill. Save the document as assignment03.doc and upload the document to your esnips account. Send the URL of your assignment to the lecturer.
8
Learning object 4: Weblog defined
8.1 • • •
8.2
Learning outcomes Describe the concept weblog. Discuss the characteristics of weblogs. Discuss the potential positive impact of weblogs on students.
Reading activity
Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, pp 17 - 20. Read the indicated section attentively and analytically and determine: • • •
8.3
The meaning of the concept weblog. The characteristics of weblogs. The potential positive impact of weblogs on students.
Exercise
Create a mind map, using Cmap tools, pertaining to the definition, characteristics and potential positive impact of weblogs on students.
7
9
Learning object 5: Using weblogs in education
9.1 •
•
9.2
Learning outcomes Discuss weblogs as being used as class portals, online filing cabinets, e-portfolios, collaborative space, knowledge management and school websites. Discuss the components of a school website.
Reading activity
Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, pp 21 – 26.
9.3
Exercise
Design a website for a department at a higher education institution.
10
Learning object 6: Using podcasts in education
10.1 Learning outcomes • • •
Discuss the meaning of the concept podcasting. Discuss the steps in creating a podcast. Discuss the ways of using podcasts in education.
10.2 Reading activity Richardson W (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, pp 112 - 122. Read the indicated section attentively and analytically and determine: • • •
The meaning of the concept podcasting. The steps in creating a podcast. The ways of using podcasts in education.
10.3 Exercise Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web tools for classrooms. USA: Corwin Press, p 5. Use the content in the above mentioned section and write a script of 150 words on The read/write web in education. Record the script using Audacity 8
and save the recording as an mp3 file. Upload the mp3 file to your esnips account.
11
Learning object 7: Content authoring
11.1 Learning outcomes • • •
Discuss the meaning of the concept e-learning content authoring. Discuss the three major steps in content authoring. Create e-learning content using eLearning Xhtml editor (http://exelearning.org/
11.2 Reading activity Fataji, B (n.d.) Experiences and issues in authoring elearning content with solutions applied under the e-learning framework project. Avaliable online at http://www.iadis.org/Multi2006/Papers/17/S034_EL.pdf [12 May 2007]. Read the indicated section attentively and analytically and determine: • •
The meaning of the concept e-learning content authoring. The three major steps in content authoring.
11.3 Assignment Create an e-learning course using eXe on a topic of your choice. Save the course as a website. Zip the folder and upload it to your esnips account. Send the URL of your assignment to the lecturer.
9
Addendum A: Assessment rubrics
10
CEL 420 2007 Assignment 3 Student number:
Organization
•
•
•
Delivery
•
•
•
•
Name: Exemplary 3 Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. Aesthetic design presents and communicates course information clearly throughout the course. All web pages are visually and functionally consistent throughout the course. Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content. Learning objectives are identified and learning activities are clearly integrated. Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides multiple activities that
•
•
•
•
•
•
•
Accomplished 2 Course is organized and navigable. Students can understand the key components and structure of the course. Aesthetic design presents and communicates course information clearly. Most web pages are visually and functionally consistent.
Course offers some opportunities for interaction and communication student to student, student to instructor and student to content. Learning objectives are identified and learning activities are implied. Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning. Course provides some activities to help students develop critical thinking and/skills or problem-
• •
•
•
•
•
•
Beginning 1 Course organization needs attention. Aesthetic design does not present and communicate course information clearly. Web pages are inconsistent both visually and functionally.
Course offers limited opportunity for interaction and communication student to student, student to instructor and student to content. Learning objectives are vague or incomplete and learning activities are absent or unclear. Course provides few visual, textual, kinesthetic and/ or auditory activities to enhance student learning. Course provides limited or no activities to help students develop critical thinking and/or problem
Weight
10
10
Score
Final
Assessment
•
•
•
•
•
Innovative teaching
•
•
•
help students develop critical thinking and problem-solving skills. Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery. Learning objectives, instructional and assessment activities are closely aligned. Ongoing multiple assessment strategies are used to measure content knowledge, attitudes and skills. Regular feedback about student performance is provided in a timely manner throughout the course. Students' selfassessments and peer feedback opportunities exist throughout the course. Course uses a variety of technology tools to appropriately facilitate communication and learning. New teaching methods are applied and innovatively enhance student learning, and interactively engage students. A variety of multimedia elements and/or learning objects are
solving skills.
•
•
•
•
•
•
•
•
•
Course has some activities to assess student readiness for course content and mode of delivery. Learning objectives, instructional and assessment activities are somewhat aligned. Ongoing strategies are used to measure content knowledge, attitudes and skills. Opportunities for students to receive feedback about their own performance are provided. Students' self-assessments and/or peer feedback opportunities exist.
Course uses some technology tools to facilitate communication and learning. New teaching methods are applied to innovatively enhance student learning. Multimedia elements and/or learning objects are used and are relevant to student learning. Course optimizes Internet access and effectively engages students in the
solving.
•
•
•
•
•
•
•
•
•
Course has limited activities to assess student readiness for course content and mode of delivery. Learning objectives, instructional and assessment activities are not closely aligned. Assessment strategies are used to measure content knowledge, attitudes and skills. Opportunities for students to receive feedback about their own performance are infrequent and sporadic. Students' self-assessments and/or peer feedback opportunities are limited or do not exist.
Course uses limited technology tools to facilitate communication and learning. New teaching methods are applied to enhance student learning. Multimedia elements and/or learning objects are limited or non-existent. Course uses Internet access and engages students in the learning
10
5
12
•
used and are relevant to student learning throughout the course. Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course.
learning process.
process.
13
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