Quality Approach to e-Learning Courseware: A Pedagogical Perspective Ming-Puu Chen, Ph.D. Graduate Institute of Information and Computer Education National Taiwan Normal University

1.Introduction 2.The eLCC Quality Framework 3.Gap Analysis on eLCC Cases 4.Applicants’ Perception of eLCC 5.Modeling Effective e-Learning 6.Frequent Suggestions to Courseware Design 7.Challenges Outline

Introduction 1. Introduction The eLQA quality assurance system has been implemented since 2005 under the ELNP project to recognize and promote quality e-learning in Taiwan The eLQA quality assurance system has been implemented since 2005 under the ELNP project to recognize and promote quality e-learning in Taiwan eLQA consists of 2 certification services: eLQA consists of 2 certification services: 1. eLCC: e-Learning Courseware Certification  to certify e-learning courseware’s instructional quality  to certify e-learning courseware’s instructional quality 2. eLSC: e-Learning Service Certification  to certify e-learning organizations’ educational quality  to certify e-learning organizations’ educational quality

1-1 e-Learning Courseware: Instructional materials employed to deliver self-directed learning activities through the Internet for creating successful learning experience in the learners. Knowledge gathering Knowledge distributing Knowledge gathering Knowledge distributing

1-2 e-Learning Service: An e-learning organization’s efforts to assure quality e- learning in personnel, course, and system aspects. Not just courseware, but also all the efforts in supporting learning Collaboration and interaction among participants and faculty

1.2.1 Quality Criteria of ELNP eLSC: Unit Certification: Corporate in-house e-training Course Certification: ID-applied e-learning Curriculum Certification: E-learning providers

Inst. Media Media design, Interface, Media component 2. The eLCC Quality Framework Content Accuracy, Organization, Clarity Instructional Design Goals & Objectives, Presentation, Practice & Feedback, Assessment, Strategies, Congruence Navigation Navigation, Operational helper, Learner tracking

2.1 eLCC Quality Aspects and Criteria

Individual review Presentation and explanation Review meeting eLCC Report 2.2 eLCC Review Procedure Comments & questions Case consultation can be appointed on a hourly-rate.

2.3 Motivate with Levels of Achievement Modeling effective e-learning through eLCC

3. Gap Analysis on eLCC Cases, 40% certified as A, AA, or AAA Applicants over-estimated their courseware quality.

Participants’ Perception of eLCC 4. Participants’ Perception of eLCC

Relative advantageRelative advantage – Decreased, but remains positive CompatibilityCompatibility – Increased, eLCC is compatible with the development process of quality e-learning courseware ComplexityComplexity – Decreased & toward negative, gaps exist between applicants’ expectation and eLCC results ObservabilityObservability – Sustained & positive, applicants felt that eLCC showed them how their e-courseware quality was TrialabilityTrialability – Decreased & toward negative, assistance needs to be provided to help the design of quality e-courseware

successful e-learning experience E-learning courseware plays the key role of creating effective, efficient, and appealing e- learning experience in the learners. E-learning courseware plays the key role of creating effective, efficient, and appealing e- learning experience in the learners. Content is the king ! Modeling Effective e-Learning 5. Modeling Effective e-Learning

Ultimate Goal: Individualized Learning Right Information Right Amount Right Context Right Time Right Form

Ideal learning process real learning process The Nature of Learning Process Learning process can’t be reduced.

Aware of Learners’ Internal Needs Support learners’ internal learning needs Attending  Selecting  Organizing  Integrating

1. Gaining attention 2. Informing the learner of the objective 3. Stimulating recall of prerequisite learning 4. Presenting stimulus materials 5. Providing learning guidance 6. Eliciting performance 7. Providing feedback 8. Assessing performance 9. Enhancing retention and transfer The Nine Events of Instruction (Gagne)

Inform course objectives Introduction (Motivate) Place learners in a context Narration + FLASH FLASH + real scene Topic1 Introduction Lecturing Practice Feedback Topic2 Introduction Lecturing Practice feedback Case practice Background Decision-making Demos/Ans FLASH + Scenes of cases Virtual TA + Flash Teacher + PPT lecture Demo: Competency-based InterviewCompetency-based Interview

6. Frequent Suggestions to e-Learning Courseware Design

6.1 Show Learners the Course Structure

6.2 Teach Them, not just Tell Them Incorporate necessary activities to ensure successful learning

6.3 Help Learners Correct Mistakes

6.4 Coach Learners through Worked-Examples

6.5 Give Where-am-I Info. for Self-regulation

6.6 Adopt Proven Learning/Instructional Models Lecture + Practice

6.6 Adopt Proven Learning/Instructional Models Lecture + Practice

6.6 Adopt Proven Learning/Instructional Models Simulation

6.7 Provide a Complete Learning Cycle

6.8 Provide Opportunities for Applying Knowledge and Skills Demo

EvaluationSynthesisAnalysis Application Comprehension Knowledge Critical thinking skills 6.9 Foster Higher Order Thinking Skills

Motor skillsMotor skills –Mental model, Repetition  Muscle memory FactsFacts –Paired-association, Spaced practice, Mnemonics, Cueing/Chaining ConceptsConcepts –Definition, positive/negative examples Rules and proceduresRules and procedures –Step-by-step, Coaching Problem-solvingProblem-solving –Pre-requisite skills, feedback, self-monitoring AttitudeAttitude – Importance, helpfulness, satisfaction 6.10 Incorporate Appropriate Learning Strategies

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7. Challenges The development of eLCC aimed to serve as a common platform for assessing e-learning courseware in Taiwan. It might not be suitable for all types of e-learning courseware.The development of eLCC aimed to serve as a common platform for assessing e-learning courseware in Taiwan. It might not be suitable for all types of e-learning courseware. The development of e-learning courseware could be restricted by eLCC. We need to monitor the impact carefully and systematically, and be considerate to any possible adjustment and revision.The development of e-learning courseware could be restricted by eLCC. We need to monitor the impact carefully and systematically, and be considerate to any possible adjustment and revision. How should e-courseware be defined to incorporate the collaboration and sharing features of newly developed web technology, such as Web 2.0, remains an issue.How should e-courseware be defined to incorporate the collaboration and sharing features of newly developed web technology, such as Web 2.0, remains an issue. Most of the time, cost-effective factor jeopardizes the development of pedagogically-effective e-courseware.Most of the time, cost-effective factor jeopardizes the development of pedagogically-effective e-courseware.

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