Information Technology Reference
In-Depth Information
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Objectives defined in terms of specific mea-
surable objectives or learning outcomes.
tively meeting the instructional goals and
objectives of the target learner?
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Skills, knowledge and attitudes to be
developed.
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Is it possible to accurately assess partici-
pant learning with the proposed course of
instruction?
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Resources and strategies to be utilized.
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Structuring, sequencing, presentation, and
reinforcement of the content.
Unlike other branches of educations, e-
Learning in engineering education is a highly
complicated concept. Here are some important
points that the designer has to pay special attention:
•
Assessment methods matched to the learn-
ing objectives to ensure agreement be-
tween intended outcomes and assessment
measurements.
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Boring and weak instructional content
Joyce and Flowers list seven instructional
functions To show how to incorporate available
technology into your presentations (Colston, 2008;
Malachowski, 2002).
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A technology which its application is dif-
ficult or unconfident
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A culture which is not informed of e-
Learning or developing sorts of e-Learning
designs which are not consistent with the
culture. This point illustrates more in de-
veloping countries or the countries with
fewer internet users.
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Informing the learner of the aims,
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Presenting motivations,
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Increasing learner interest,
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Helping the learner review what they have
previously learned,
Implementation
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Providing conditions that will irritate
presentation,
Negative responses indicate a need for revision.
Implementation is the presentation of the learning
experiences to the participants utilizing the appro-
priate media. Learning, skills or understanding, are
“demonstrated” to the participants, who practice
initially in a “safe” setting and then in the targeted
workspace. It may involve showing participants
how to make the best use of interactive learning
materials, presenting classroom instruction, or
coordinating and managing a distance-learning
program. The progress of the learning frequently
follows cyclic patterns based on motivation and
intention. Curriculum should be organized in a
spiral manner such that the participant continu-
ally builds upon what they have already learned.
During implementation, the plan is put into
action and a procedure for training the learner and
teacher is developed. Materials are delivered or
distributed to the student group. After delivery, the
effectiveness of the training materials is evaluated.
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Determining order of learning,
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Prompting and guiding the training.
Development
The actual creation (production) of the content
and learning materials based on the Design phase.
Development is a process of creation and testing
of learning experiences and we tried to seek and
answer questions such as (Malachowski, 2002):
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Have the learning needs and characteristics
of the participants been accurately analyzed?
•
Were the problem statement, the instruc-
tional goals and the instructional objectives
appropriate for the learning needs of the
participants?
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To what extent are the teaching resources,
instructional strategies and the participant
learning experiences successful in effec-
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