BACK
1. Brief Description: eLearningNC defines e-learning as learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program, or degree delivered completely online (eLearningNC.gov, 2019, p. 1). E-learning allows for students around the world to be in the same digital “classroom”. The types of media that can be used in e-learning systems are the same as other digital medias.
2. Standards and Goals: E-learning platforms are called Learning Management Systems or LMS. These online computer softwares allow for the building blocks of the e-learning classroom. Most LMS will have tools built in so that you can deliver rich media content, forums, quizzes, assignments, and other class functions that would be used in a face-to-face class setting.
3. Application to types of learning:
a. Cognitive objectives: (Prior knowledge, reading ability, vocabulary levels)
Given the multimedia nature of eLearning, it can be used to teach a wide variety of cognitive objectives such as teaching recognition and or discrimination of information, teach rules based principles, and to provide immediate feedback to students on their performance.
b. Psychomotor objectives: (interpretive movement, physical and perceptual abilities)
eLearning can be used to show examples of step by step instructions through demonstrations but generally does not apply.
c. Affective objectives:(senses, what attentive needs and abilities, value/emotion requirement, motivation to learn)
Through the incorporation of audio visual media eLearning can be effective at conveying emotions and promoting a change in attitude of belief.
The senses needed and used for elearning are pretty much all but one. The first of the senses needed is the sense of seeing. The ability to view the computer screen for the e-learning courses. The next of the senses that is needed for e-learning courses is touch. The ability to feel the keys on the keyboard of the computer.
4. Strengths:
A core strength of eLearning is in reducing distribution costs where internet connectivity is available and automating tracking and attendance and performance of the learners which can help when large numbers of learners will need to be trained and their participation recorded.
5. Limitations: computer device and network connection needed
eLeaning may have limited application in the field in areas with limited internet connectivity. It may also face obstacles in ares and applications of rural education where learners may not have access to adequate technology.
ElearningNC states that for an e-learning course you must make sure to refresh your word processing skills with a word processing softwware such as Microsoft Word. Microsoft Word guides and instructs you on how to write essays and emails (eLearningNC.gov, 2019, p.4 ) . The reading ability and vocabulary levels all depend on the level of the elearning course. For example, if the elearning course is fifth grade level than the learner has to be at the reading level and vocabulary levels. If the course is high school level or college levels, then the learner has to be at the same levels for reading and vocabulary levels.
According to Minnesota State Careerwise Education website, in order take e-learning courses the learner must know how to type more than 30 words per minute. The reading ability also that is needed is to be able to read from a computer screen (What Makes A Successful Online Learner, 2019, p.1).
6. Special Features/Creative ideas:
Nine features of eLearning for students are as follows, according to eLearningindustry.com, are as follows:
- Elearningaccommodates everyone’s needs
- Lectures can be heard over a number of times
- Offers access to updated content
- Quick delivery of lessons
- Scalability
- Consistency
- Reduced costs
- Effectiveness
- Less impact on Environment
According to elearning industry, eight creative ideas for elearning are the following:
- Virtual Brainstorming Sessions
- Q & A elearning blogs
- Branching scenarios
- Real World Mysteries
- Video Conferencing Debates
- Thought Provoking Stories
- Turn the tables
- Course Cliffhangers
7. UDL/ Accessibility requirements:
Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard). Navigation and interaction in those limited ways will raise barriers for some learners—those with physical disabilities, blindness, dysgraphia, or who need various kinds of executive functioning supports. It is important to provide materials with which all learners can interact. Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know—to allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and others.
- Multiple means of representation to give learners various ways of acquiring information and knowledge: Use multiple options to learn material to include video (with captions), written transcripts of the information, Physical manipulation tools to include Apps
- Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn: provides flexibility in the ways: information is presented, students are engaged, and students respond or demonstrate knowledge and skill
- Multiple means of expression to provide learners alternatives for demonstrating what they know: Use of chosen assessments to write an essay, develop a project, take a written test.
Using UDL reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient
8. Technology Resources/websites:
9. Examples of elearning systems:
10. Examples of E-Learning
11. References:What is eLearning? | eLearningNC.gov. (n.d.). Retrieved April 10, 2019, from http://www.elearningnc.gov/about_elearning/what_is_elearning/
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
MAKE IT ACCESSIBLE 