Design and development of an e-learning programme: An illustrative commentary

2018 ◽  
Vol 29 ◽  
pp. 36-40 ◽  
Author(s):  
Jerry Draper-Rodi ◽  
Steven Vogel ◽  
Annette Bishop
Keyword(s):  
Design And Development ◽  
E Learning

scholarly journals Design models as emergent features: An empirical study in communication and shared mental models in instructional

2006 ◽  
Vol 32 (2) ◽  
Author(s):  
Lucca Botturi
Keyword(s):  
Instructional Design ◽  
Empirical Study ◽  
Development Model ◽  
Design And Development ◽  
Practice Model ◽  
Design Models ◽  
Instructional Design Process ◽  
Emergent Feature ◽  
E Learning ◽  
Specific Project

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.

scholarly journals Design and Development of an e-Learning Project Management System: Modelling and Prototyping

2020 ◽  
Vol 15 (19) ◽  
pp. 95
Author(s):  
Maha Khaldi ◽  
Mohamed Erradi
Keyword(s):  
Project Management ◽  
Management System ◽  
System Modelling ◽  
Use Case ◽  
Design And Development ◽  
Activity Diagram ◽  
Project Management System ◽  
Static Modeling ◽  
E Learning ◽  
Use Case Diagram

In this work, based on the results obtained concerning the analysis and the needs of our project which concerns the design and development of an e-Learning project management system, we present the modeling stage with UML. Based on one hand, on two diagrams: class diagram and use case diagram, for static modeling and on the other hand, based on three diagrams: activity diagram, sequence diagram, diagram transition state for dynamic modeling. Finally, we offer examples of models for our project.

Designing and Developing the Virtual English Adventure in Second Life

2011 ◽  
pp. 686-705
Author(s):  
Youngkyun Baek ◽  
Hoe Kyeung Kim
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Theories ◽  
Instructional Designers ◽  
Design And Development ◽  
English Teaching ◽  
Teaching Pedagogy ◽  
E Learning

This chapter describes the process of design and development of the Virtual English Adventure in Second Life. The in-depth description and explanation of designing and developing the tasks and activities involved in the Virtual English Adventure project provides the scale and amount of time and effort required to utilize a virtual tool for educational purposes. The Virtual English Adventure is particularly designed for English teaching and learning. The virtual world configurations, such as level tests, teleporting, missions, e-learning, interaction, gaming, and learning-facilitators, are related to both learning theories and language teaching pedagogy. Based on our own experiences, there are some important recommendations for instructional designers and researchers to consider when they design and develop the educational use of a virtual world.

Standards for Learning Objects and Learning Designs

2011 ◽  
pp. 827-850
Author(s):  
Morag Munro ◽  
Claire Kenny
Keyword(s):  
Future Development ◽  
Education And Training ◽  
Learning Objects ◽  
Design And Development ◽  
Learning Standards ◽  
E Learning ◽  
Critical Overview ◽  
And Training ◽  
Current Standards

E-learning standards are a contentious topic amongst educators, designers, and researchers engaged in the development of learning objects and learning designs. There is disagreement regarding the relative benefits and limitations of standards, while the relevance of standards to some education and training contexts has been questioned. It may be difficult for designers and educators to be sure that they need to implement standards, let alone to choose the most appropriate one from the plethora available. This chapter aims to provide individuals involved in the design and development of learning objects and learning designs with a wide-ranging critical overview of e-learning standards. It first traces the evolution of standards, and then examines their application in the present day. Finally, the chapter considers some of the limitations and criticisms of current standards, and suggests some possible directions for future development.

scholarly journals Team design communication patterns in e-learning design and development

2013 ◽  
Vol 61 (4) ◽  
pp. 581-605 ◽  
Author(s):  
Chrysi Rapanta ◽  
Marcelo Maina ◽  
Nicole Lotz ◽  
Alberto Bacchelli
Keyword(s):  
Communication Patterns ◽  
Learning Design ◽  
Design And Development ◽  
Design Communication ◽  
E Learning ◽  
Team Design

scholarly journals PENGEMBANGAN E-LEARNING BERBASIS MOODLE UNTUK MENINGKATKAN PEMAHAMAN ISI TEKS ANEKDOT PADA SISWA SMA KELAS X

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Abdul Haris Munandar ◽  
Herman Dwi Surjono
Keyword(s):  
High School ◽  
High School Students ◽  
Development Model ◽  
Design And Development ◽  
School Students ◽  
E Learning ◽  
Three Stages ◽  
Text Content ◽  
Bahasa Indonesia ◽  
Senior High School Students

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot pada siswa SMA Kelas X; (2) mengetahui kelayakan e-learning; (3) mengetahui efektivitas pembelajaran Bahasa Indonesia setelah menggunakan e-learning. Model pengembangan yang digunakan adalah model pengembangan yang diadaptasikan dari model Alessi dan Trollip. Prosedur pengembangan meliputi tahap perencanaan, desain dan pengembangan. Hasil penelitian menunjukkan bahwa: (1) produk e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot anekdot pada siswa SMA Kelas X dihasilkan sesuai dengan model pengembangan Alessi dan Trollip (2001) melalui tiga tahap, yakni perencanaan, perancangan, dan pengembangan; (2) produk e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot pada siswa SMA kelas X dinyatakan layak digunakan dalan proses pembelajaran ditinjau dari media, materi, dan penilaian siswa; (3) Produk e-learning yang dikembangkan menggunakan aplikasi Moodle dinilai efektif karena dapat meningkatkan pemahaman isi teks anekdot. Hal ini dibuktikan dengan hasil nilai pretest dengan rata-rata 66,88, dan nilai posttest dengan rata-rata nilai 93,63. Porsentase ketuntasan belajar siswa 100% (32 siswa). Dari hasil penelitian tersebut, dapat disimpulkan bahwa e-learning yang dikembangkan layak, dan efektif digunakan dalam pembelajaran khususnya pada materi teks anekdot. Kata Kunci: e-learning, moodle, efektivitas, teks anekdot Abstract: This study aims to: (1) produce e-learning based on Moodle to increase the understanding of the anecdotes text content of senior high school students class X; (2) determine the feasibility of e-learning; (3) determine the effectiveness of learning Indonesian after using e-learning. The development model used a model adapted from the Alessi & Trollip. The procedure included the development of planning, design, and development. The result shows that: (1) the product Moodle-based e-learning inproved the understanding of the text content of anecdotes in SMA students class X is produced in accordance with the development model Alessi and Trollip (2001) through three stages: planning, design, and development; (2) the product Moodle-based e-learning improved the understanding of the anecdotes text content in SMA students class X and is declared eligible for use in the leaning process in terms of media, materials, and student’s assessment; (3) e-learning products development using Moodle application is considered effective because it could improve the understanding of the text content of anecdotes. This is evidenced by the result of the pretest with an average of 66.88, and posttest volue with an average of 93.63. The precentage of complete mastery of the student learning is 100% (32 students). From these results, it could be concluded that the e-learning developed is feasible, and effective to be used in learning, especially on anecdotes text material. Keywords: e-learning, moodle, effectiveness, anecdotes text

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

Sign in / Sign up

Export Citation Format

Share Document