E-learning

How to start???
Quality aspects and criteria
Material/content
The main quality issues that concern material and content are selection and
sequencing of material, and the quality of the material used and produced on a
course
It is no longer a given that course material is compiled by the teacher.
In e-earning, the course material/content can consist of both printed and digital
material. Thus the selection, production and adaptation of course content are of
major importance to the quality of e-learning.
Quality criteria:
a) Policy and guidelines for selection and production of digital material, including
explicit pedagogical and technical criteria
b) Policy and guidelines for copyright issues
c) Known and implemented a) and b)
d) Internal evaluation and subsequent improvement of a), b) and c)
Communication, cooperation and interactivity
Communication, cooperation and interaction are at the core of
learning. One main difference compared to campus-based learning
is that more planning is required to facilitate communication in e-
learning
The communication structure chosen for a particular e-learning
course depends on the available infrastructure, level of teacher and
student proficiency and the objectives of the course.
Quality criteria
a) Explicit strategy for communication, cooperation and interactivity
according to pedagogical needs, available technology and human
resources
b) Implementation of a)
c) Evaluation and improvement of a) and b)
Same place Different place
Same time 1. Technologysupported
teaching
Demonstration programs
Visual presentation programs
3. Synchronous communication
Video conference
Chat/Instant messaging
IP telephone
Whiteboard
Audio chat
Different time 2. Technology
supported learning
Self-studies (simulations,
animations etc)
4. Asynchronous communication
Email
Eforum
Audio forum
Online video lectures
Text messaging
Information and communication technology related to time and place in e-learning
Key questions:
1. How much time will learners spend on learning the rubric of each
type of activity?
2. What are the learning outcomes in comparison to the time
invested in learning the rubric?
3. Is the course relatively short, requiring fewer types of activity to
provide sufficient variety, or is it long, requiring more?
4. Is e-learning a component of a broader learning strategy, i.e.
personal professional development, blended learning, etc., where
it, in itself, provides an element of variety (the medium).
5. Are different rubrics necessary or could there just be different
modes of learning resources, i.e. text, audio, video, photos,
illustrations and infographics?
The list
1. Synchronous activity vs. asynchronous activity
2. Individual activity vs. collaborative activity
3. Single approach (production and/or test) vs.
iterative approach (prototyping)
4. Summative assessment vs. formative assessment
5. Accuracy (form) vs. fluency (meaning)
6. Exercise vs. task
7. Deductive learning vs. inductive learning
8. Implicit vs. explicit knowledge
9. Variety vs. cognitive load
Different approach depend of the level of study
program and the goal
Educational technology is intended to improve
education:
Easy-to-access course materials
Student motivation
Wide participation
Improved student writing
Subjects made easier to learn
Differentiated Instruction
Creating an E-Learning course requires some very specific skills and
knowledge, but those skills and knowledge are available to
everyone, not just professional instructional designers.
The successful instructional designer should:
1. Understand how people learn.
2. Know how to connect with the learner on an emotional level.
3. Be capable of seeing oneself as the learner.
4. Be obsessed with learning everything.
5. Brainstorm creative treatments and innovative instructional strategies.
6. Visualize the graphics, user interface, and interactions that will be used, as
well as the finished product.
7. Write effective copy, instructional text, and audio/video scripts.
8. Work well with Subject Matter Experts and team members.
9. Know the capabilities of eLearning development tools and software.
10. Understand related fields, such as IT, communications, and new
technologies.
Adult Learning Model !!!
Example:
RADIOPHARMACEUTICAL ASPECT/ APPLIED RADIOPHARMACY
11 topics 8 ECTS 8 hours/week (3+3+2) 12 weeks
3 teaching (classical) hours theory
3 teaching (classical) hours practice
2 teaching (classical) hours individual work
We can:
3 teaching (classical) hours theory learning object
3 teaching (classical) hours practice practice ,(centres), simulation, video
2 teaching (classical) hours individual work forum, direct (video)contact, chat,
How to define the time:
learning object 15 minutes
One classic hour 2-4 learning objective
Slides 15 minutes max. 10 - 15 slides
To define:
- Number of animation
- Quantity of text
- Number of pictures
- Size of letters
- Colour of slides.......
Ex. 1. Basic principles 1/11 3 hours /6-12 learning objects
Pharmaceutical technology
Sterile manufacturing
Parenteral products
Formulation and packaging
Pharmaceutical QC
Legal aspects - marketing authorisation
Stability and shelf-life
Proposal one learning object each subtitle
(not more than 15 slides including title)