scholarly journals Diseño educativo en línea para la formación profesional en sexualidad humana

2015 ◽  
pp. 212-237
Author(s):  
C. a Dra. Yunuen Ixchel Guzmán-Cedillo ◽  
Dra. Rosa Del Carmen Flores Macías ◽  
Dr. Felipe Tirado Segura
Keyword(s):  
Instructional Design ◽  
Situated Learning ◽  
Human Sexuality ◽  
Learning Activities ◽  
Learning Design ◽  
Professional Programs ◽  
Theoretical Perspectives ◽  
E Learning ◽  
On Line ◽  
De Medicina

El artículo expone el diseño educativo, puesta en práctica y evaluación de la operación en línea (pataforma Moodle) de una asignatura (Sexualidad humana) a nivel universitario. Se parte de tres referentes teóricos: el aprendizaje situado, la co-construcción del conocimiento y la formación profesional basada en competencias. El procedimiento se dividió en tres fases: encuadre teórico e institucional, estructuración curricular y validación, puesta en práctica y evaluación. El diseño se probó con estudiantes de dos carreras de medicina. Al concluir el curso, los estudiantes respondieron un cuestionario para evaluarlo. Se observaron resultados positivos en actitudes, conocimientos y atención con respecto al asesor; la evaluación más baja fue la otorgada a la plataforma. Los recursos (links, video y artículos) fueron visitados por los estudiantes de 21 a 162 ocasiones, las diferencias se dieron según los temas. El 90% de los estudiantes realizaron todas las actividades de aprendizaje. Estos resultados son  útiles para poder mejorar el diseño en términos de recursos tecnopedagógicos.Abstract The objective of this paper is to expose results about e-learning instructional design of human sexuality in Medicine degree program. It was derivative from situated learning, co-constructivist learning and theoretical perspectives competences. The design was tested with 16 students of 2 professional programs, it was organized in Moodle into 16 thematic weeks. At the end of the course students answered an anonymous opinion questioner in order to assess the course. Highest results were about attitude, knowledge and quickly answer from the on-line assessor, the lowest grade was usability of Moodle. Students had visited the resources from 21 to 162 times per week it depends of topic. 90% of students did all learning activities. This information is useful to improve the instructional e-learning design of this course. Recibido: 03 de diciembre de 2012Aceptado: 11 de junio de 2013

Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

2009 ◽  
pp. 110-129
Author(s):  
M.C. Pettenati ◽  
M.E. Cigognini
Keyword(s):  
Social Networking ◽  
Learning Environments ◽  
Learning Activities ◽  
Knowledge Flow ◽  
Learning Design ◽  
Design Development ◽  
Personal Learning ◽  
Formal And Informal Learning ◽  
E Learning ◽  
Stages Of Learning

This chapter considers the affordances of social networking theories and tools in building new and effective e-learning practices. We argue that “Connectivism” (social networking applied to learning and knowledge contexts) can lead to a re-conceptualization of learning in which formal, non-formal, and informal learning can be integrated so as to build potentially lifelong learning activities which can be experienced in “personal learning environments”. In order to provide a guide for the design, development, and improvement of e-learning environments, as well as for the related learning activities, we provide a knowledge flow model and the consequent learning design model, highlighting the stages of learning, the enabling conditions, and possible technological tools to be used for the purpose. In the conclusion to the chapter, the derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

Modeling Students' Performances in Activity-Based E-Learning From a Learning Analytics Perspective

2020 ◽  
Vol 18 (4) ◽  
pp. 71-93 ◽  
Author(s):  
Yousra Banoor Rajabalee ◽  
Mohammad Issack Santally ◽  
Frank Rennie
Keyword(s):  
Learning Analytics ◽  
Predictive Analytics ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Learning Design ◽  
Continuous Assessment ◽  
Online Module ◽  
E Learning ◽  
Teaching Interventions

This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning activity marks and (2) to model their final performances from their learning activities forming the continuous assessment using predictive analytics and regression analysis. The findings of this study combined with other findings as reported in the literature demonstrate that the learning design is an important factor to consider with respect to application of learning analytics to improve teaching interventions and students' experiences. Furthermore, to maximise the efficiency of learning analytics in eLearning environments, there is a need to review the way offline activities are to be pedagogically conceived so as to ensure that the engagement of the learner throughout the duration of the activity is effectively monitored.

scholarly journals A cultural-self learning design platform

2019 ◽  
Vol 2 (1) ◽  
pp. 32-33
Author(s):  
John Clayton
Keyword(s):  
Instructional Design ◽  
New Zealand ◽  
Management System ◽  
Learning Management System ◽  
Learning Activities ◽  
Learning Design ◽  
Design Models ◽  
Context Sensitive ◽  
Cultural Self ◽  
Self Learning

Even though it is acknowledged culture pervades learning and that emotions and context play a significant role in the learning process, Eurocentric instructional design models are based solely on cognitive, social and pedagogical approaches. These approaches do not contextualize the learning experience, i.e. they do not address cultural conceptuality (Cliver, 2013). Knowing a wide range of cultural influences impact on the engagement and success of adult learners, learning environments need to encourage learners to acknowledge and validate their cultural being. This identity – knowing who they are, where they come from and what factors influence their engagement – provides learners with a positive setting they feel comfortable in. These context sensitive, learner centric environments provide the fundamental confidence needed for learners to believe they can succeed in achieving their educational goals (Johnson, 2012).  Therefore, designers need to provide context sensitive learning experiences, performance tasks and assessments that build familiarity, confidence and trust (Kennedy, 2013).  This presentation will describe how Te Whare Wananga o Awanuiārangi has integrated the theories of cognitive load, social cognition, transformative learning and the processes of holistic assessment, the Ranga Framework, personal learning planning and noho delivery into a holistic cultural-self learning design platform. This integration of theory and process provides the foundation for a unique learning design approach, based on the concepts of feedforward, feedback, assessment and reflection, to be established (Clayton et al, 2019).  The presentation will demonstrate how this approach can be applied in a learning management system segmented into seven interwoven but discrete spaces, Welcome / Mihi Whakatau: This space is focused on participants cultural self-enabling them to become familiar and comfortable with the approach to be used. Induction / Rangatahi: During this stage opportunities are provided for learners to clarify and understand these learning outcomes and performance criteria associated with the micro-credential. Engagement / Rangahau: During this stage learning activities are designed to build upon, rather than be independent of, learner’s current knowledge and beliefs. Mātauranga /Performance: During this stage opportunities will be provided for learners to engage in assessment tasks that confirm their capabilities. Rangatira / Capstone: During this stage participants will, with the guidance of tutors and peers, reflect on the outcomes of their learning activities and identify the learning strategies that were successful for them. Arotakenga: Evaluation: During this stage evidence will be collected on the impact of the micro-credential on stakeholders. NB: Participants are encouraged to bring their own devices as they will be provided with editing access to a working demonstrator within a Learning Management System. References   Clayton, J., Gao, Y., Elliott, R., Geng, F. & Yang, J. (2019) Micro-credentials in professional and technical vocational education and training: A cultural self-approach, Positional Paper, Awanuiārangi Press, Whakatane, New Zealand Cliver, C., (2013), Comparison of Instructional Design Models, Course Notes - MEDT 7461, The University of West Georgia. Johnson, T. (2012). Self-assessment: A means to enhance academic self-efficacy in year 12 mathematics, (Masters Thesis). Massey University, Manawatu, New Zealand. Retrieved from https://mro.massey.ac.nz/bitstream/handle/10179/3310/02_whole.pdf?sequence=1&isAllowed=y Kennedy, C. P. (2013). Indigenizing student-centred learning: A western approach in an indigenous educational institution. Journal of International Education Research, 9(1), 1. Retrieved from https://search.proquest.com/docview/1433387182?accountid=33567

scholarly journals Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Krystyna Krzyszkowska ◽  
Maria Mavrommati
Keyword(s):  
Instructional Design ◽  
Student Perceptions ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Learning Model ◽  
Online Course ◽  
Learning Design ◽  
Digital Competence ◽  
E Learning

: Education authorities in Norway endorse online courses for in‑service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e‑learning model.

Principles of Concurrent E-Learning Design

2013 ◽  
pp. 48-75
Author(s):  
Knut Arne Strand ◽  
Arvid Staupe ◽  
Tor Atle Hjeltnes
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Methodological Approach ◽  
Learning Design ◽  
Erp Systems ◽  
Domain Experts ◽  
Instructional Design Process ◽  
Administrative Personnel ◽  
Novel Approach ◽  
E Learning

Instructional design is a process that in many cases requires multidisciplinary collaboration among several stakeholders. Domain experts, pedagogues, technical experts, economists, administrative personnel, customer representatives, instructors, and learners may have very different preferences, and sometimes it is a great challenge to coordinate them all. In this chapter, the authors present the principles of concurrent e-learning design. Concurrent e-learning design is a novel approach to computer supported and cooperative instructional design where several stakeholders actively participate in the design process. The results from a concurrent e-learning design project can typically be a comprehensive design document containing details regarding how higher education e-learning courses should be developed and delivered. The authors have worked to codify this methodological approach for several years and conducted a qualitative analysis of data collected during this period. This analysis has yielded sixteen principles, which are grouped into five categories and presented in this chapter. The chapter describes each principle in detail, discusses whether ERP systems can be of assistance in the instructional design process, and outlines a plan for testing ERP systems in connection with the concurrent e-learning design approach.

Using IMS Learning Design in Educational Situations

2011 ◽  
pp. 282-294
Author(s):  
Paul Hazlewood ◽  
Amanda Oddie ◽  
Mark Barrett-Baxendale
Keyword(s):  
Teaching And Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
E Learning

IMS Learning Design (IMS LD) is a specification for describing a range of pedagogic approaches. It allows the linking of pedagogical structure, content, and services, whilst keeping the three separate, thus providing the potential for reuse as well as forming the basis for interoperability between learning activities and services. As such, this specification promises unprecedented opportunities to build effective tutor support and presence into e-learning systems. The tools that implement the specification have primarily been used for research purposes and have not been targeted at teaching practitioners or learners working in teaching and learning situations. There is a perception amongst practitioners and tool developers that the specification and tools are too technical or difficult for practitioner use. This chapter examines practitioner use of current tools for creating IMS LD and the use of IMS LD units of learning (UoLs) with learners through projects being undertaken at Liverpool Hope University (LHU). It presents some of the experiences and findings gained from these projects. The chapter also examines current technologies and tools for creating and running IMS LD UoLs, and finally discusses the potential and future for IMS LD.

scholarly journals Two perspectives on e-learning design: A synopsis of a U.S. and a European analysis

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Stefanie A. Hillen ◽  
Melodee Landis
Keyword(s):  
United States ◽  
Instructional Design ◽  
Instructional Strategies ◽  
United States Of America ◽  
Research Question ◽  
The United States ◽  
Learning Design ◽  
Design Models ◽  
E Learning ◽  
Learning Development

<p>This article seeks to examine e-learning design arising from two educational traditions: the United States of America and Europe. The research question is: Broadly, what kinds of pedagogy, instructional design models, or didactical models are established and proposed for e-learning design on the two continents? Two researchers examined multiple articles and texts in an effort to discern the prominent approaches in their respective regions. The analysis is tripartite: First, the educational philosophies, which have guided e-learning design on each continent, will be presented; second, specific theories about learning influencing e-learning design will be discussed; and finally, e-learning design, which arises from innovative instructional strategies, will be investigated. The resulting analysis brings to the surface not only how the values that underpin e-learning development in each region differ but also how specific perspectives influence the respective fields. The researchers acknowledge these differences but also remark on the historic and contemporary symbiosis that has endured even in this relatively new field of e-learning.</p>

Collaborative Learning Design within Open Source E-Learning Systems

2011 ◽  
pp. 212-233 ◽  
Author(s):  
Maria Kordaki ◽  
Haris Siempos ◽  
Thanasis Daradoumis
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
Web Based ◽  
Blended Courses ◽  
E Learning ◽  
Computer Based

This chapter addresses a number of serious ‘collaborative learning design’ problems faced by adults within the context of e-learning systems and outlines some innovative solutions. Specifically, thirty-three Computer Science students at the Hellenic Open University participated in an experiment aimed at designing collaborative learning courses for Computer Science concepts within MOODLE, a well known open source Learning Management System. The systematic study presented in this chapter argues and specifies that these Prospective Computer Science Professionals (PCSPs) have serious difficulties with the formation of both collaborative learning activities and collaboration procedures, and with realizing them within e-learning settings. The proposed solutions emphasize the design and development of a set of computer-based collaborative patterns reflecting diverse collaboration methods. These patterns are content free and could be used as scaffolding elements for the design of collaborative learning activities for online and blended courses. Specific examples of possible implementation of these patterns within well-known Web-based open source environments that support learning design are also presented.

E-Learning Design Quality

2011 ◽  
pp. 831-839
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Research Agenda ◽  
Subsequent Development ◽  
Design Guidelines ◽  
Two Dimensions ◽  
Learning Design ◽  
Effective Pedagogy ◽  
E Learning ◽  
Learning Research

A critical review of the literature was conducted which resulted in the formulation of an e-learning research agenda with a focus on quality and e-learning design issues. The e-learning research agenda summarizes the most commonly identifiable research dimensions regarding e-learning design that influence e-learning quality. It includes issues such as: • Implementation of learner-centered design paradigms (Hsi & Soloway, 1998; Norman & Spohrer, 1996; Soloway, Guzdial, & Hay, 1994). Humancomputer interaction and human factors researchers as well as cognitive scientists have been actively involved in this strand of research. • Implementation of effective pedagogy for the design of e-learning courses and the subsequent development of instructional design guidelines (Clark, 2002; Dimitrova & Sutcliffe, 1999; Govindasamy, 2002; Weston, Gandell, McApline, & Filkenstein,1999). Furthermore, effective pedagogy includes investigation and incorporation of cognitive methods (such as learning styles and strategies, problem solving, metacognition, etc.) and research in the development of new instructional design models (Alavi & Leidner, 2001; Clark, 2002; Clark & Mayer, 2003). Researchers from Educational Psychology and Instructional Design have been researching such issues. • Guidelines and frameworks for quality assurance and evaluation (Barbera, 2004; Boud & Prosser, 2001; Johnson & Aragon, 2002; McGorry, 2003; Sonwalkar, 2002 ). This strand of research transects the aforementioned two dimensions and can be considered an umbrella for e-learning developments.

scholarly journals How We Evaluate Postgraduate Medical E-Learning: Systematic Review (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Anneloes de Soet ◽  
Sabine van der Horst ◽  
Kieran Walsh ◽  
Michiel Westerman ◽  
...  
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Primary Outcome ◽  
Postgraduate Medical Education ◽  
Case Reports ◽  
Rapid Evolution ◽  
Learning Design ◽  
Evaluation Tool ◽  
Electronic Learning ◽  
E Learning

BACKGROUND Electronic learning (e-learning) in postgraduate medical education has seen a rapid evolution; however, we tend to evaluate it only on its primary outcome or learning aim, whereas its effectiveness also depends on its instructional design. We believe it is important to have an overview of all the methods currently used to evaluate e-learning design so that the preferred method may be identified and the next steps needed to continue to evaluate postgraduate medical e-learning may be outlined. OBJECTIVE This study aimed to identify and compare the outcomes and methods used to evaluate postgraduate medical e-learning. METHODS We performed a systematic literature review using the Web of Science, PubMed, Education Resources Information Center, and Cumulative Index of Nursing and Allied Health Literature databases. Studies that used postgraduates as participants and evaluated any form of e-learning were included. Studies without any evaluation outcome (eg, just a description of e-learning) were excluded. RESULTS The initial search identified 5973 articles, of which we used 418 for our analysis. The types of studies were trials, prospective cohorts, case reports, and reviews. The primary outcomes of the included studies were knowledge, skills, and attitude. A total of 12 instruments were used to evaluate a specific primary outcome, such as laparoscopic skills or stress related to training. The secondary outcomes mainly evaluated satisfaction, motivation, efficiency, and usefulness. We found 13 e-learning design methods across 19 studies (4% 19/418). The methods evaluated usability, motivational characteristics, and the use of learning styles or were based on instructional design theories, such as Gagne’s instructional design, the Heidelberg inventory, Kern’s curriculum development steps, and a scale based on the cognitive load theory. Finally, 2 instruments attempted to evaluate several aspects of a design, based on the experience of creating e-learning. CONCLUSIONS Evaluating the effect of e-learning design is complicated. Given the diversity of e-learning methods, there are many ways to carry out such an evaluation, and probably, many ways to do so correctly. However, the current literature shows us that we have yet to reach any form of consensus about which indicators to evaluate. There is a great need for an evaluation tool that is properly constructed, validated, and tested. This could be a more homogeneous way to compare the effects of e-learning and for the authors of e-learning to continue to improve their product.

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