First blog

Please click the above picture for a clearer view of th story board

Design Recommendation for E-learning.

Context for the e-learning course.

The Department of Community Services (DOCS) is the client of this project and requires an alternative learning program based on alcohol or other drugs (AOD) to be delivered to their learners. DOCS is responsible for the creation of the learning modules and the NGO trainers are responsible for learning the modules to subsequently deal with any AOD associated problems when working within the community.

The e-learning course proposed to DOCS will be a framework to support the context of its learners. The majority of the learners that belong to DOCS are described to be in their 40’s and some that are newly graduated. The learners who are undertaking the e-learning course are also situated all over the state and have good English skills. The aim of the program is to increase the knowledge and understanding of AOD and provide practical strategies for dealing with clients associated with AOD.

The rationale for developing a recommendation for an e-learning system for DOCS is because the organization has found it difficult to train people due to the large geographical difference. At the moment it is very difficult for the learners to get time off work and meet at a location that may be geographically different to where they live, especially those who live in rural and remote areas. Furthermore, DOCS can not afford to pay for all the learners travel expense to be at a designated place for the training to take place. Therefore the project has been put forward for the creation of a effective e-learning strategy that will allow all learners to take any relevant courses as they need them without the stress of ‘distance learning’, by breaking the geographical barrier.

The learning theory and how it is applied to the learning context.

A story board has been established for DOCS based on the constructivist approach. Constructivist learning was first established by Bruner (1966) and is basically based on the principle of learning by discovery, and the most effective means of learning is when the material is meaningful. The constructivist approach is most appropriate as Sevilla & Wells (2001) explain that for creative learning and problem solving the learners need scenarios with ‘real life complexity and natural scenarios’, with a learning system that allows the mentor to provide feedback and discussions (Sevilla & Wells, 2001, para.4).

The constructivist learning theory is applied to the learning context as the recommendation provides an atmosphere of collaboration and feedback, which according to Slavin (2006) provides learners with ‘ladders that lead to higher understanding’ (Slavin, 2006, p. 243). Additionally, Ladyshewsky (2006) argues that through problem solving activities ‘learners [are] constructing their own knowledge’, and therefore making the learning experience more effective by reflecting on their past experiences and collaborating with their peers (Ladyshewsky, 2006, p.67).

The constructivist theory has no structure; learners are free to learn what ever they want in any sequence. Moreover, the constructivist theory also builds facts from prior knowledge. The Constructivist theory needs to assess its learners through open ended questions, possible scenarios, researching material, and highly depended on group based discussions and activities. This also puts further importance on the format of the e-learning material, as learners are able to explore the activities they want to do and move fluidly with no restrictions within the e-learning format. The fluidity of the e-learning program promotes learning by discovery and sets no restrictions to its learners, which in turn creates a flexible learning environment.

We have also suggested that the multiple choice questions and other assessments provided in the e-learning framework are compulsory as these have been created instead of a traditional means of assessment.

Recommendations:

Recommendations for the methods of delivering the learning material for DOCS workers have been made after considering the learners context and the course material context. Essentially by establishing a virtual platform for the learners which consist of many activities which are quiet user friendly the learning will be maximized as people can discuss questions, interact with each other and share their work scenario or case study experience with one another. Through this environment DOCS are able to keep participation of the learners at an optimum level and also provide feedback where necessary, consequently creating a meaningful atmosphere which motivates it learners to explore other material. Learners will all be given specified dates and times where modules are to be completed or virtual attendance is required.

Six different activities have been recommended for the learners of DOCS, they are as follows: discussion board, webinar (2), second life, vodcast, and a podcast. Three have been described in detail for the context of the learners and relation to the theory. It has already been agreed by DOCS that a user manual will be posted to the learners with a how to use guide of all virtual activities provided.

Discussion Board: A discussion board is available for the learners to express their thoughts and feelings on AOD use. Learners will be able to ask questions, state what they feel and collaborate on thoughts and ideas within this activity. This recommendation has been made as it will provide flexibility for the learners to attend (they do not all have to be on at the same time, this is ideal as they work) and enhance group collaboration and peer feedback. The new methods of doing the activities (that is e-learning) according to Gulati (2008) is the ideal constructivist approach as he states ‘a constructivist approach on teaching and learning requires one to change… [its] thinking’ (Gulati, 2008, p. 183).

Webinar: A webinar is synchronous communication or technology allowing two way communication. It is initiated and controlled by the teacher and needs both teacher and learner online at the same time. The teacher in this context will be leading the webinar, posing questions about the effects of AOD’s, which are open ended so that the learners can participate. The advantage of this method is that feedback from both peers and the facilitator is instant. Another positive factor is that any learner situated across the state can come to a learning/activity session at no large cost or inconvenience, creating the ‘community’ atmosphere therefore enhancing the learning experience through feedback and collaboration. The open ended questions allow the learners to research; use their problem solving skills and work within the group which are fundamental principals for constructive learning. 

Second Life: The virtual network will provide the learners with second life scenarios and strategies for assessing the use of AOD and related harms. Learners can see others who have logged onto second life and experience first hand characters that have used AOD and see the harms of the products, then be asked questions on how to deal with the scenario- it will also guide the learners on what to do better next time. This is the ideal virtual platform as it will provide learners with real life first hand experience on the web, it will pose problem solving scenarios and learners can visually see other peers while on the network. This would be the most meaningful experience of all as it is like a gaming platform with scenarios but almost real which is the most effective learning because the learner is then experienced in the situation for the future. Learners can have the experience with the group without being situated in the traditional class room. Furthermore, the second life network provides audio and visuals which trigger memory for the learner on past experiences and therefore becomes very meaningful.

The e-learning framework is established considering all aspects for all stakeholders. By combining different e-learning facilities it is hoped to create an ideal learning environment for the learners, and a more practical means of delivering material for DOCS. Initially there may be some users that may face some problems, although it is believed that eventually the constructive learning model is the best fit for the learners.  

Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing,

Sydney.

Gulati, S. 2008, Innovations in Education and Teaching International, Vol. 45, No. 2, London, p. 183.

Ladyshewsky, R.K. 2006, Higher Education Research and Development, Vol. 25, No. 1, Western Australia.

Sevilla, C., Wells, T. 2001, Deprogramming IT E-learning, Learning Circuits, viewed 6/6/08, <http://www.learningcircuits.org/2001/feb2001/sevilla.html>.

Slavin, R.E., 2006, Educational Psychology: Theory and Practice, 6^th ed, Pearson Education, Boston.