An Exploratory Study on the Competencies of E-Learning Instructional Designers in the Age of Web 3.0

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials

English Studies at NBU ◽

10.33919/esnbu.19.2.0 ◽

2019 ◽

Vol 5 (2) ◽

pp. 169-189

Author(s):

Liubomir Djalev ◽

Stanislav Bogdanov

Keyword(s):

Gender Differences ◽

Repeated Measures ◽

Educational Process ◽

Instructional Designers ◽

Learning Materials ◽

Age And Gender ◽

Independent Variables ◽

Age And Gender Differences ◽

E Learning ◽

And Gender

The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.

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EXPLORATORY STUDY OF A MANUFACTURING MODULE IN AN ENGINEERING DEPARTMENT AT AN OPEN DISTANCE E-LEARNING INSTITUTION

EDULEARN20 Proceedings ◽

10.21125/edulearn.2020.2208 ◽

2020 ◽

Author(s):

Richard Naidoo

Keyword(s):

Exploratory Study ◽

Engineering Department ◽

E Learning

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Accessibility Implementation for Disabled Students in PMBOLD Environments

Assistive Technologies ◽

10.4018/978-1-4666-4422-9.ch061 ◽

2013 ◽

pp. 1173-1195

Author(s):

Henry C. Alphin

Keyword(s):

Cost Effective ◽

Disability Services ◽

Instructional Designers ◽

Disabled Students ◽

Collaborative Project ◽

Cost Effective Approach ◽

Institutional Researchers ◽

The Disabled ◽

E Learning ◽

The Individual

Project management theory provides an organized, cost-effective approach to providing an accessible e-learning environment. Such a collaborative project has the opportunity to bring together such professionals as instructional designers, disability services staff, and institutional researchers. Accessibility as an afterthought is a costly approach, and disabled students are a large enough minority to seek equality of opportunity. E-learning accessibility empowers the individual by providing educational content in formats that not only encourage collaboration and learning, but also reduce frustration and develop a sense of inclusiveness. A project manager who understands the importance of e-learning accessibility will be able to grow the project from the ground up in a manner that empowers the disabled, while benefiting all learners.

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M-Learning

Handbook of Research on Higher Education in the MENA Region - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6198-1.ch012 ◽

2014 ◽

pp. 261-296

Author(s):

Jean-Eric Pelet ◽

Jashim Khan ◽

Panagiota Papadopoulou ◽

Emmanuelle Bernardin

Keyword(s):

Social Media ◽

Mobile Devices ◽

Exploratory Study ◽

Smart Phones ◽

User Generated Content ◽

Free Access ◽

User Friendliness ◽

Mena Region ◽

The World ◽

E Learning

From the perspective of improving e-learning, the free access and user friendliness of User Generated Content (UGC) tools, such as social media, embedded onto mobile devices, such as smartphones and tablets, make them attractive to be adopted by students and professors in many institutions around the world. This chapter presents the results of an exploratory study on the use of smart phones and social media, identifying differences among countries, focusing on the MENA region (Middle East and North Africa). The objective is to facilitate the understanding of the rapidly evolving and expanding technology of smart phones and social media and explore its potential for m-learning purposes. Results show that social media and mobile devices can be effectively combined in a promising way to enable m-learning.

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The AIDLET Model

Digital Arts and Entertainment ◽

10.4018/978-1-4666-6114-1.ch019 ◽

2014 ◽

pp. 412-435

Author(s):

José Bidarra ◽

Meagan Rothschild ◽

Kurt Squire ◽

Mauro Figueiredo

Keyword(s):

Augmented Reality ◽

Mobile Devices ◽

Mobile Learning ◽

Learning By Doing ◽

Traditional Learning ◽

Instructional Designers ◽

Mobile Media ◽

Effective Learning ◽

E Learning ◽

Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

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Web 3.0 and E-Learning

Artificial Intelligence Technologies and the Evolution of Web 3.0 - Advances in Web Technologies and Engineering ◽

10.4018/978-1-4666-8147-7.ch005 ◽

2015 ◽

pp. 101-123 ◽

Cited By ~ 1

Author(s):

Amit Chauhan

Keyword(s):

Artificial Intelligence ◽

Semantic Web ◽

Learning Goals ◽

Learning Behavior ◽

Defining Moment ◽

Web 3.0 ◽

E Learning ◽

Future Of Education ◽

The Web

The annals of the Web have been a defining moment in the evolution of education and e-Learning. The evolution of Web 1.0 almost three decades ago has been a precursor to Web 3.0 that has reshaped education and learning today. The evolution to Web 3.0 has been synonymous with “Semantic Web” or “Artificial Intelligence” (AI). AI makes it possible to deliver custom content to the learners based on their learning behavior and preferences. As a result of these developments, the learners have been empowered and have at their disposal a range of Web tools and technology powered by AI to pursue and accomplish their learning goals. This chapter traces the evolution and impact of Web 3.0 and AI on e-Learning and its role in empowering the learner and transforming the future of education and learning. This chapter will be of interest to educators and learners in exploring techniques that improve the quality of education and learning outcomes.

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Web 3.0 and E-Learning

Mobile Computing and Wireless Networks ◽

10.4018/978-1-4666-8751-6.ch003 ◽

2016 ◽

pp. 41-62

Author(s):

Amit Chauhan

Keyword(s):

Artificial Intelligence ◽

Semantic Web ◽

Learning Goals ◽

Learning Behavior ◽

Defining Moment ◽

Web 3.0 ◽

E Learning ◽

Future Of Education ◽

The Web

The annals of the Web have been a defining moment in the evolution of education and e-Learning. The evolution of Web 1.0 almost three decades ago has been a precursor to Web 3.0 that has reshaped education and learning today. The evolution to Web 3.0 has been synonymous with “Semantic Web” or “Artificial Intelligence” (AI). AI makes it possible to deliver custom content to the learners based on their learning behavior and preferences. As a result of these developments, the learners have been empowered and have at their disposal a range of Web tools and technology powered by AI to pursue and accomplish their learning goals. This chapter traces the evolution and impact of Web 3.0 and AI on e-Learning and its role in empowering the learner and transforming the future of education and learning. This chapter will be of interest to educators and learners in exploring techniques that improve the quality of education and learning outcomes.

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Designing and Developing the Virtual English Adventure in Second Life

Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments ◽

10.4018/978-1-60960-762-3.ch038 ◽

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.

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Dispatches from the Graduate Classroom

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch021 ◽

2010 ◽

pp. 351-366

Author(s):

F. R. Nordengren ◽

Ann M. York

Keyword(s):

Web 2.0 ◽

Popular Literature ◽

Future Research ◽

Evidence Based ◽

Web 3.0 ◽

E Learning ◽

Theoretical Evidence ◽

Concept Of Information ◽

Concurrent Analysis ◽

The Web

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work daily in online and blended learning communities. This approach combines best practices with theoretical aspects of delivering and facilitating education with diverse adult learners. Issues and trends in E-learning are presented with specific examples for implementation and suggestions for future research. Using an evidence-based approach, the authors will explore and summarize recent research with a concurrent analysis of the anecdotal popular literature. The authors explore the concept of information literacy and other skills necessary to succeed in the Web 2.0 world. Their discussion takes us away from the traditional “sage on stage” versus “guide on side” dichotomy towards both a new understanding of Web 2.0’s role in education as well as a preface to what may become Web 3.0 and beyond.

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