Five Factors for Planning

2011 ◽  
pp. 1-38
Author(s):  
Katy Campbell
Keyword(s):  
Development Process ◽  
Online Course ◽  
Learning Design ◽  
Planning Decisions ◽  
Five Factors ◽  
E Learning ◽  
Delivery Technology ◽  
The Web

This chapter is for a reader who is at the beginning of the writing or development process, or who wants to affirm planning decisions. In this chapter you will consider five planning aspects in e-Learning design: 1. Outcomes 2. Learners 3. Activities 4. Assessment 5. Resources An overview of each aspect will help you describe your own hopes and expectations for your online course. By the end of the chapter you should feel confident that the Web is a good delivery technology for your course.

Using Expert Reviews to Enhance Learning Designs

2011 ◽  
pp. 243-262 ◽  
Author(s):  
Carmel McNaught ◽  
Paul Lam ◽  
Kin-Fai Cheng
Keyword(s):  
Hong Kong ◽  
Learning Strategies ◽  
Web Sites ◽  
Learning Design ◽  
Expert Review ◽  
Institutional Planning ◽  
Chinese University ◽  
E Learning ◽  
Evaluation Matrix ◽  
The Web

The chapter will describe an expert review process used at The Chinese University of Hong Kong. The mechanism used involves a carefully developed evaluation matrix which is used with individual teachers. This matrix records: (1) the Web functions and their use as e-learning strategies in the course Web site; (2) how completely these functions are utilized; and (3) the learning design implied by the way the functions selected are used by the course documentation and gauged from conversations with the teacher. A study of 20 course Web sites in the academic years 2005–06 and 2006–07 shows that the mechanism is practical, beneficial to individual teachers, and provides data of relevance to institutional planning for e-learning.

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.

A FRAME WORK FOR WEB INFORMATION EXTRACTION AND ANALYSIS

2013 ◽  
Vol 7 (2) ◽  
pp. 574-579 ◽  
Author(s):  
Dr Sunitha Abburu ◽  
G. Suresh Babu
Keyword(s):  
Information Extraction ◽  
Data Extraction ◽  
Research Work ◽  
Web Pages ◽  
Web Documents ◽  
E Learning ◽  
Structured Information ◽  
Frame Work ◽  
Effective Decision ◽  
The Web

Day by day the volume of information availability in the web is growing significantly. There are several data structures for information available in the web such as structured, semi-structured and unstructured. Majority of information in the web is presented in web pages. The information presented in web pages is semi-structured.  But the information required for a context are scattered in different web documents. It is difficult to analyze the large volumes of semi-structured information presented in the web pages and to make decisions based on the analysis. The current research work proposed a frame work for a system that extracts information from various sources and prepares reports based on the knowledge built from the analysis. This simplifies  data extraction, data consolidation, data analysis and decision making based on the information presented in the web pages.The proposed frame work integrates web crawling, information extraction and data mining technologies for better information analysis that helps in effective decision making.   It enables people and organizations to extract information from various sourses of web and to make an effective analysis on the extracted data for effective decision making.  The proposed frame work is applicable for any application domain. Manufacturing,sales,tourisum,e-learning are various application to menction few.The frame work is implemetnted and tested for the effectiveness of the proposed system and the results are promising.

Task Modelling for the Web (Aufgabenmodellierung für interaktive Webanwendungen)

i-com ◽  
2008 ◽  
Vol 6 (3/2007) ◽  
pp. 23-29 ◽  
Author(s):  
Birgit Bomsdorf
Keyword(s):  
Task Performance ◽  
Web Application ◽  
Development Process ◽  
Web Applications ◽  
Web Engineering ◽  
Time Usage ◽  
Build Time ◽  
Object Models ◽  
The Web ◽  
Modelling Approach

SummaryTask modelling has entered the development process of web applications, strengthening the usage-centred view within the early steps in Web-Engineering (WE). In current approaches, however, this view is not kept up during subsequent activities to the same degree as this is the case in the field of Human-Computer-Interaction (HCI). The modelling approach presented in this contribution combines models as known from WE with models used in HCI to change this situation. Basically the WE-HCI-integration is supported by combining task and object models as known from HCI with conceptual modelling known from WE. In this paper, the main focus is on the WebTaskModel, a task model adapted to web application concerns, and its contribution towards a task-related web user interface. The main difference to existing task models is the build-time and run-time usage of a generic task lifecycle. Hereby the description of exceptions and erroneous situations during task performance (caused by, e.g., the stateless protocol or Browser interaction) is enabled and at the same time clearly separated from the flow of correct action.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals The Learning Design and Student‟s Response to Physics Online Learning In Rural School of Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 4999-5006
Keyword(s):  
High School Students ◽  
Small Group ◽  
Junior High School ◽  
Science Learning ◽  
Quantitative Methods ◽  
Effective Interaction ◽  
Ease Of Use ◽  
Learning Needs ◽  
Learning Design ◽  
E Learning

The implementation of e-learning on science learning in Indonesia is a critical issue, especially in the context of implementing a curriculum oriented towards the competency of students in today's digital era. The problem faced by educators is in the social presence; in how to manage effective interaction between teachers-students and students-students. This study aims to innovate e-learning which is Edmodo as a learning management system (LMS) that is suitable for science learning requirements (Light and Optics) in junior high school students. The research method used was a mix of qualitative and quantitative methods. The process of developing learning design was arranged through focus group discussion approach (which involves LMS experts, learning evaluation experts, learning strategists, physicists, and teachers) iteratively to obtain learning designs embedded in the Edmodo. The sound learning design was then tested in a small group consisting of eighth-grade students. Responses were measured using a USE questionnaire containing four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. The results of the trial in the small group will indicate that LMS and learning activities carried out meet student learning needs. These results provide optimism that mobile learning with appropriate strategies can meet the learning needs of science, including in schools that have never used this technology before.

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