e-learning for improving the quality of learning

1. e-learning for improving the quality of learning António Duarte (University of Lisbon - Portugal) Fe-ConE Project Workshop Vilnius - Lithuania - October, 2007.

2. Introduction - Framework e-learning e-learning programs (e-LPs) deep approach to learning learner knowledge of learning approaches personal factors knowledge of learning approaches contextual factors. quality of learning

3. Introduction – This presentation knowledge of learning approaches contextual factors suggestion of e-LPs design principles • 1. Contents • 2. Objectives • 3. Methods • 4. Evaluation. encouragers of deep approach dissuaders of surface approach

4. Contents of e-learning programs (e-LPs) TYPE OF CONTENTS • e-LPs could give some freedom of choice on contents • e-LPs could mention knowledge processes involved in construction of contents • e-LPs could include instruction on deep learning strategies & metalearning EXTENSION OF CONTENTS • e-LPs could prevent information overload • e-LPs could emphasise contents more difficult tounderstand ORGANISATION OF CONTENTS • e-LPs could start by a reduced amount of basic-interesting contents • e-LPs could use a “circular approach” to topics • (i.e. concretes – abstractions - applications).

5. Objectives of e-learning programs (e-LPs) E-LPS COULD DIRECT LEARNERS TO: • the use of a deep approach to learning • construction of personal meaning E-LPS COULD DIVERT LEARNERS FROM: • the use of a surface approach to learning • development of inert knowledge.

6. Methods of e-learning programs (e-LPs) MOTIVATIONAL • e-LPs could reinforce competence performance • e-LPs could attribute success to interest & personal competence • e-LPs could attribute failures to reduced effort & absence of learned skills • e-LPs could give some freedom of choice on the learning process COGNITIVE • e-LPs could lead to an active learning attitude & to conceptual change • e-LPs could relate contents to personal knowledge & other contents • e-LPs could use a variety of educational methods INTERPERSONAL • e-LPs could encourage discussion in collaborative learning tasks.

7. Evaluation in e-learning programs (e-LPs) EVALUATION TIMING • evaluationin e-LPs could occuralongthelearning process USERS INVOLVEMENT • evaluationin e-LPs could instigate self-evaluation EVALUATION FORMAT • e-LPs’ evaluation questions could demand reflection, critical thinking, problem solving and transfer • e-LPs’ evaluation tasks could involve interaction between users EVALUATION CRITERIA • evaluationin e-LPs could monitor/value deep learning • evaluationin e-LPs could give feedback on difficulties to understand PREPARATION OF USERS TO EVALUATION • e-LPs could inform that deep learning will be valued.

8. Conclusion • e-LPs don’t automatically assure meaningful learning • this is mostly dependent on users’ employ of a deep approach to learning • e-LPs can enhance the probability of this approach if they comply with certain design criteria

9. THANK YOU FOR YOUR ATENTION antonio.duarte@fpce.ul.pt (University of Lisbon - Portugal) FURTHER INFORMATION Duarte, A. M. ( ). e-learning for improving the quality of learning. In Proceedings of Fe-ConE Project Workshop. Vilnius - October, 2007.