Mar 4 - Apr 14
(This graduate-level course is 6 weeks, 3 credits)
This course focuses on e-learning for adult learners. Students apply instructional design techniques, learning theory, and technical tools for e-learning activities. The course also addresses the challenges associated with the e-learning environment.
Chances are that you are in this course because you are a
teacher leader. Your world has morphed from 3-D and round to a digital, flat,
virtual reality of it. The merger is now complete. You just might be wondering, “How will I reach my adult
learners? How will I connect with them best so that they can connect with the
content better?" If so, you’ve come to the right place.
Welcome to E-Learning 541. I look forward to working
closely with you over the next six weeks as we explore the ins and outs of
effective on line instructional design for adult learners. What rules do Instructional Designers rely on to solve design problems? We will examine the
do’s and don’ts of creating the perfect on line course, gain some insights on usability analysis and future patterns for success, check in with what leaders in
the industry are doing, and wrap our minds around what advice they have to offer the newbie.
So, you might be wondering...“What’s her story?” Here it is:
My professional background includes nearly two decades working
as an advertising/design Art Director and a web designer. I am currently working
as an artist-contractor for the City of Carlsbad, CA, and have been since 2003.
I went into teaching as a second career 10 years ago. I believe that I am extremely
fortunate to be a Teacher Leader in the field that I am most passionate about. I earned my K-12 California teaching credential in 2009, and have taught both children and adults. Today,
I am a course facilitator here at University of Phoenix and the Digital Arts
Integration Specialist at a K-12 trend-setting charter school in San Diego, California. Just
as I am evolving, so is the blended classroom within education.
I am committed to excellence. My personal expectations are layered and complex. Since
pursing my master’s degree at University of Phoenix my desire to positively
impact my community, my school culture, and the students who I serve has
grown even stronger. As a lifelong learner, I perpetually enrich my education.
I continually implement the leadership skills that I learned here at University
of Phoenix.
I look forward to the collaboration and growth that lies ahead
for us all. I look forward to getting to know each of you, and to learning with
you.
Diana Stein
dstein@uopx.edu (University
of Phoenix)
dstein@google.com (Personal)
619.555.1212 (PDT)
3-Step Formula for Success
Throughout the next six weeks you will be working on
independent projects, as well as working within a team. Working on line within
a team has a 3-Step Formula for Success that I would like to share with you:
1. First and foremost, it is important to consider how you learn
best, and what it is that you bring into the mix. Knowing what your secret sauce is will help you plug into
the learning group as best as possible.
2. Knowing how you learn best will also guide you in setting up
learning strategies for yourself, and also for your students. When we stretch
ourselves to look through someone else’s eyes we are able to change our view to
gain a more global perspective. Understanding how your own personal culture
fits into the larger picture is a big piece of the formula for success!
3. Be honest, be kind, and be considerate of how other people may
need their information delivered. Read through your postings once before you
click the submit button. Think about the words that you choose, and the impact
that they may have. A little bit of consideration goes a very long way.
Teamwork is critical. Get involved, and involve the right person for the right
job, at the right time.
___________________________________________________
What Is Your Learning Style?
Click HERE to take the quiz. Share your results with your cohorts on the discussion board for this course. This will help you get to know yourself better, and also get to know each other better! Respond to each member of your learning team with at least one question that you would like to know about his or her favorite learning strategy for success.
*These posts will count toward your Week 1 participation points.
*These posts will count toward your Week 1 participation points.
___________________________________________________
TOPICS AND OBJECTIVES:
Everything You're Going to Know
Everything You're Going to Know
Learning Theories and the Online Learner
·
Differentiate, select, and adapt
learning theories suitable for online instruction.
·
Identify the benefits and challenges
with information overload as it relates to cognitive load.
Personalizing the E-Learning Environment
·
Compare intrinsic and extrinsic
motivation for students in e-learning.
·
Recognize methods to overcome
isolation and anonymity in an e-learning environment.
·
Determine methods to create an online
classroom culture.
Building an Interactive Online Environment
·
Apply audio and visual tools for
online learning.
·
Map Web 2.0 and other advanced
online tools to activities and assignments.
·
Identify appropriate text, graphics,
and organization methods to enhance e-learning.
·
Demonstrate the value for variety in
lesson building and assignments.
·
Evaluate the use of Bloom’s taxonomy
to provide higher-order thinking in e-learning.
Online Communities
·
Distinguish between collaboration and
participation.
·
Define the facilitator and the
student roles in building community.
·
Evaluate social media’s role in
e-learning.
·
Determine the value of online
learning teams.
·
Plan opportunities for humor and fun
in the e-learning classroom.
·
Explain how community is fostered in
an asynchronous course.
·
Describe instructional strategies
suitable for e-learning.
Facilitator Feedback and Consistent Communication
·
Examine reasons for a clear
instructor presence.
·
Define the relationship between
facilitator and learner.
·
Formulate communication to engage and
motivate.
·
Design opportunities for reflection
and review.
·
Compile feedback using
application programs such as Track Changes, comment boxes, and Socratic
questioning techniques.
Staying Current and Relevant
·
Define the designer’s role for
creating a course that can grow with changing technologies.
·
Determine the flexibility of games
and simulations as learning tools.
·
Identify and properly use copyrighted
material.
_______________________________________________
The Nuts & Bolts:
Everything that You Need to Know
Everything that You Need to Know
| Late Assignments Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 4 days late will not be accepted. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server outage, students should submit assignments to the instructor and when systems are restored, submit those assignments according to syllabus instructions. Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted. |
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| Learning
Teams University of Phoenix students are expected to work effectively in diverse groups and teams to achieve tasks. They must collaborate and function well in team settings as both leaders and followers. They should respect human diversity and behave in a tolerant manner toward colleagues and peers. If you experience difficulties working with your team, you are expected to resolve them within the team if possible. However, please feel free to contact me for guidance if you have concerns in this area. Because Learning Team projects are outcome-based, all members of your Learning Team will generally earn the same grade for Learning Team projects. However, I reserve the right to report different grades for different Learning Team members if I see a substantial imbalance in individual contribution. Learning Teams should provide a brief summary of any communication held outside the forum. It is expected that you will actively participate with your learning team and contribute to the team discussions by a) contributing original work that is accepted and used by the team with proof of originality b) participating in the project from assignment organizing through meaningful final review of the team project for submission, and c) ensuring to your team that your contributions are your original work and properly quoted, cited, and referenced.
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