THE UNIVERSITY OF HONG KONG INTERNET AND EDUCATIONAL WEB PUBLISHING Elements of E-learning Environment

THE UNIVERSITY OF HONG KONG Key Elements in an E-learning Environment  Resources  Information Objects  Documents, Video Clips, PowerPoint Slides, Audio Clips…  Learning Objects  Interactive Digital Representations, Conceptual Models…  A ctivity (Learning Task)  Problem, Project, Inquiry, Knowledge Building…  S upport  Prescriptive  Instructions, FAQ, On-line Help, What- to-do strategies, Extra Resources, Self Check (Drill & Practice)  Just-in-time/ On-demand  Discussion Board, , Chat,  E valuation  Ideally it should be integrated with Activity RESOURCES

THE UNIVERSITY OF HONG KONG Kind of Resources  Portable Documents and E-Books  Interactive Multimedia CD-ROMs  Web Pages/Sites    Digital Video, Animation, Audio, Streaming, BroadCasting and Lifecasting   3D Resources  Presentations and Streaming/Slide Cast  Structured Tutorials/Courseware  “ID Book”  Simulations and Interactive Learning Objects   MindTools 

THE UNIVERSITY OF HONG KONG Activity (Learning Task)  Inquiries  Problem Solving

THE UNIVERSITY OF HONG KONG Example of an Inquiry

THE UNIVERSITY OF HONG KONG Inquiry as an Activity  Begins with an interesting question that build on what students already know  Enable students to construct “mental model” of object on an inquiry  Facilitate students division of responsibilities if activity is collaborative  Directs students to resources  Leaves it open to students to get to other resources  Scaffolds students to collect and organize data and information, search for patterns and relationships, examines and applies theories  When it involves collaboration it is “Collaborative Knowledge Building” Activity  Involve students in presentation and discussion of their reports

THE UNIVERSITY OF HONG KONG Problem as an Activity  Logical Problem  Algorithms  Story Problems  Rule-using  Decision-making  Troubleshooting  Diagnosis-solution  Strategic Performance  Case Analysis  Design  Dilemmas from Jonassen, D. (2000). Towards design theory of problem solving. ETR&D, 48(4), pp.63-85

THE UNIVERSITY OF HONG KONG Scaffolding with Activity Sheets  An activity sheet contains scaffolding tools such as uncompleted or partially completed templates, tables, graphs, concept maps, etc.  Here are some good ideas:   The activity sheet leads to:  Understand a task;  Collection critical information;  Concept recognition and construction/re-construction;  To generalizations and development of propositions;  Articulation of propositions into mental representations;  Application and innovation;  Reflection…

THE UNIVERSITY OF HONG KONG Use of Technology in Completion of Activity  It is important to get students to use technology to complete activities. Here are some examples  Student use MS Word to complete activity sheet  Use digital capture equipment, e.g. digital photo or video camera, digital microscope, virtual telescope, scanners, etc. to capture evidence in support of their arguments  Create PowerPoint presentation to present outcome of activity  Capture data, analysis it with Excel and present results  Present arguments and invite contributions from their peers in discussion tool. Synthesize arguments and present them as a new theory  Develop a Web Site to promote ideas  Build a mind map and use it in their presentation  Collect and manage resources in digital portfolios  Create digital models using contraction tools such as Interactive Physics  Create digital posters and other forms of visual representations to demonstrate their ideas  Design electronic journal or blogs

THE UNIVERSITY OF HONG KONG Support  By clear instructions and expectations  Templates  FAQs  Go to other resources like some recommended web- sites  Ask the expert  Newsgoups  Ask your classmates  As last resource? Ask Teacher…