e_Learning Content Development Projects

1. e_Learning Content Development Projects Asst.Prof.Dr.Surasak Mungsing

2. E-Learning Content Design • E-learning Content Design is the heart and soul of any e-learning development process. E-Learning Content Development Process

3. ADDIE course model Analyzing what is required for the curriculum, including learners’ entry behaviors, learning needs, and the instructional settings, etc. Designing the instructional system to meet the learning objectives of the curriculum. (Clark, 2000)

4. ADDIE course model Developing the curriculum by means of activities that will assist the students to accomplish a learning task and using appropriate deliveries, such as tapes, handouts. Implementing a management plan for conducting the training. (Clark, 2000)

5. ADDIE course model Evaluating each phase (analyze, design, develop, implement) to ensure it is accomplishing what it is supposed to. (Clark, 2000)

6. Aubrey’s Interactive Instructional Influence Development (I3D) model ADDIE instructional framework

7. Course analyses & design--5 W & 1H Who: senior What: Learning English via a Trip to NY Which: acquire the ability to take an individual trip abroad When: 981, 2 classes/18 weeks Where: C101 computer classroom How: presentation of information, self- evaluation, online assignments, online announcements, grouping, online discussion, online survey.

8. Needs’ analysis Because the students are seniors, they are going to graduate from the university in a Few months and their life will open to a new Page soon. After administered an online survey, they expressed highly interest in tourism. Among all the destinations, New York is their priority. As to their Computer literacy, they have the basic skills.

9. Needs’ analysis Learning styles: (1)visual (2) auditory (3) kinesthetic (4) tactile Learning strategies: cognitive, meta- cognitive, socio-affective Expectation : Besides being interested in learning something about tourism, what the students concern is that they can pass this course in order to graduate in June this year.

10. Design Learning objectives (ABCD) Goals: instructional theories (behaviorism, cognition & constructivism) Teaching strategies: activities, study sheets, leading students’ in-depth discussion Interface: related graphics, audio, visual aids

11. ABCD Objectives Format • Audience • Audience, Who are your Students? • Behavior • Behavior to be demonstrated • Condition • Conditions under which the behavior will be observed • Degree • Degree to which the learned skills are to be mastered

12. Key Concepts of behaviorism Theory Repeated exposure to the same material is beneficial or even essential to learning A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback. (Warschauer, 1996)

13. The concept of constructivism Constructivism, a social philosophy, is based on the beliefs that: 1. knowledge is actively constructed by learners and not passively received, 2. cognition is an adaptive process that organizes the learner’s experiential world, 3. all knowledge is socially constructed. (Richards & Schmidt, 2002, p.113)

14. Zone of proximal Distance The ZPD is “the gap between what a learner can accomplish independently and what a learner cannot do, even with assistance.” (Berger, 2007)

15. Scaffolding • Scaffolding is “actually a bridge used to build upon what students already know to arrive at something they do not know.” (Lipscomb, L., Swanson, J., West, A., 2004) • It is gradual. It starts at an implicit level, and progressively becomes more specific. It should be offered only when it is needed, and removed as soon as the learner can self-control himself.

16. The practice of constructivism in language teaching • Online discussion • Online community • Grouping • Synchronous conference • Asynchronous discussion • E-mail

17. Design Guidelines interface design 1. Break up text into organized chunks 2. keep text lines short 3. use graphics to show relationships 4. use high-quality audio and video (Peterson, 1998, pp.121-122)

18. Bloom's Taxonomy of Cognitive Development Application: translate, apply, use, shop, demonstrate, practice, operate… Analysis: analyze, appraise, calculate, compare, contrast, criticize… Synthesis: arrange, collect, assemble, create, design, organize, plan Evaluation: appraise, argue, assess, choose, compare, estimate, evaluate, judge http://classweb.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm

19. Development ＊Use the softwares--Articulate Presenter, powercam and Hotpotatoes--to develop the materials. ＊ Adopt TOEIC test banks of Justtalk and LiveABC to evaluate Students’ progress. ＊ Integrate the materials of LiveABC and related links into the web-based course. ＊ Interact with partners via online discussion.

20. Kirk Patrick’s theories of evaluation 1 reaction: students’ reaction towards the course. 2 learning: the progress students’ have made after the training 3 behavior: the change of students’ learning habits 4 result: the effects resulting from the trainee's performance http://www.businessballs.com/kirkpatricklearningevalu ationmodel.htm

21. Formative & summative evaluation • Formative evaluation: present in each stage of the ADDIE process • Summative evaluation: consists of tests designed for criterion-related referenced items and provides opportunities for feedback from the users. (Robert, 2008)

22. E-learning Software & Authoring tools • Powercam--Powercam • Articulate--Presenter Engage Quizemaker • StreamAuthor--StreamAuthor • Hotpotato Hotpotato

23. Q&A