1. & the science of instruction
This presentation will provide an insight into the e-learning activity I intend on creating
& the science of instruction
Daisy Carew
Student Number: CAR

2. What is e-learning? So lets first look at what eLearning is…
The term eLearning was first used in 1999 and it was seen to be quite innovative at the time due to the fact people perceived it to mean something new and exciting in relation to the Internet. For Hubbard (2013) eLearning is Computer Based Training that is provided online and simply means the delivery of a lesson that is paced to the individual learner needs.
From reading the journal published by Welsh et al. (2003) I have interpreted eLearning to be the development of knowledge and understanding through the use of online activities made accessible through electronic devices. eLearning may be a learning or training tool used by parents, schools or companies to extend a learners knowledge. It can be a useful tool for all ages of people. eLearning activities are created for the purpose of being widely accessible (Hubbard, 2013) and although they can be expensive to initially create they can save money and time in the long term.  Examples of eLearning tools include s, online chat facilities such as Google Hangout and online forums.

3. Planning sheet:
e-learning-activity/
On this slide I have presented a screenshot of my eLearning activity ideas displayed on my blog. In order to create an E-Learning activity you have to decide on an underlining topic to teach to the learner. I decided to use the ‘Mind Meister’ web programme to create an online mind-map of the ideas I initially had.

4. Topic- food groups: FRUIT & VEGETABLES CARBOHYDRATES PROTEIN
I then looked into each idea I generated and decided to create an eLearning activity based on the topic of ‘food groups’. My target audience for this activity is intended to be children aged 7 – 8 years old. I decided to pick this topic as I feel that in today’s society it is important to encourage children from an early age to eat a balanced diet and know the types of food they are consuming. Within the UK the national curriculum guidance on Science states that food groups can be introduced as a non-statutory subject in year 3 with children looking at what food keeps us healthy (Department for Education, 2013) and it is for this reason that I picked this age range.
PROTEIN
MILK & DAIRY PRODUCTS
FATS AND SUGARS

5. E-learning Session 1: Session 1 Learning Objective:
Explore what types of food children like to eat and why.
Identify what foods children believe are needed to keep our body healthy.
Provide opportunities for children to share their ideas.
Teacher
Student
Create a Padlet Wall.
Post a question for learners to answer/comment on.
Provide an example answer.
Make the Padlet website link available for the children to access. Post the link on the school virtual learning software system that all pupils can access anywhere i.e. Moodle, Frog..
The students task is to access the link that has been uploaded prior to the session and add their comments to the Padlet. This is to provide me with some understanding of what the children already know about the ‘five good groups'
Resources
Padlet and computer/ internet access
The following five slides will provide detailed session plans for each of the three sessions I plan to develop. For session 1 of my eLearning activity my objectives will be to explore what types of food children like to eat and why and also identify what foods children believe to keep our body healthy. I intend to use Padlet to collect these comments with children accessing a link uploaded by teacher prior to the session to leave their thoughts.

6. Piaget – THEORY OF CONSTRUCTIVISM
SCHEMAS- A mental image of the world that we use to organise information in order to increase our understanding the world.
ASSIMILATION- Assimilation is the idea of merging new experiences into old experiences so as to understand a situation with greater knowledge.
Piaget theory of constructivism looked at how learning occurs. His theory influences the idea that teachers need to do more than instructing children, teachers need to encourage children to be critical thinkers and facilitate continuous conversations that give children the confidence to direct their own learning.
ACCOMMODATION- Accommodation is when new information completely changes your understanding of what something is and rather than make it fit into existing schema you completely change the schema.

7. An example of a completed padlet:
Padlet is an example of an eLearning tool that is extremely interactive and encourages collaborative learning an idea which is supported by Piaget’s theory. I will introduce collaborative learning as my whole group session starter and as believed by Piaget, by working together in groups the learners should be encouraged to critically think and thus learn (Blake and Pope, 2008). This is an example of a Padlet that has been commented on. It was a Padlet I created for a blog post I created to gain other people’s ideas on what they perceive E-learning to be and is a similar concept as to what I intend to use in my activity.

8. E-learning Session 2: Session 2 Learning Objective:
Learners to demonstrate their knowledge and  understanding of the five food groups within the food pyramid.
Teacher
Student
Create a Google Slide Presentation with the relevant information I wish to teach the children.
Make the Google Slide Presentation website link available for the children to access. Post the link on the school virtual learning software system that all pupils can access anywhere i.e. Moodle, Frog..
The students task is to watch the Google Slide Presentation Video.
The Padlet web link is still available for the children to comment on and the children are given the opportunity after this session to add any new comments or thoughts they have gained onto the existing Padlet page.
Resources
Google Slide and computer/ internet access.
For session 2 my objectives will be to expand children’s current knowledge on the five food groups. I will review the commented Padlet, prior to session 2, to see what they already know in order to not make my ‘teaching session’ a repetition of knowledge they already possess. I will create a Google Slide presentation to provide information on each food group and some basic facts. The children will be given a chance to reflect on what they have learnt and will be provided with the opportunity after this session to add any new comments or thoughts they have gained onto the existing Padlet page from session 1.
I choose to use a Google Slide Presentation as I feel it is a great eLearning tool that is both interactive and instructional. Sweller (Paas, et al., 2003) developed the Cognitive Load Theory which suggests that a person best learns when the load on their working memory is kept to the bare minimum i.e. they are only taught the most important information in simplistic terms in order to make adaptions to their long term memory. The term cognitive load describes the amount of information a person’s working memory can hold at once and as human’s our working memory is limited. Sweller argued that Instructional Design (i.e. the way in which something is presented/ designed) could be used to reduce a person’s cognitive load. Google Slides will allow me to present both visual and auditory information and organise it in a way that is not too overbearing or that split’s the learner’s attention that could subsequently put load on the persons working memory.

9. E-learning Session 3: Session 3 Learning Objective:
Consolidate the children’s knowledge on the ‘five food groups’.
Teacher
Student
To create a Karhoot Quiz.
Again make the link available for the children to access and provide them with the quiz ‘pin code’ so they can all play the quiz at once. Post the link on the school virtual learning software system that all pupils can access anywhere i.e. Moodle, Frog.
1. Children will access the web link and input the access code. This will then allow them to play the quiz at the same time.
Resources
Karhoot – Quiz
For session 3 my objectives will be to consolidate the children’s knowledge on the ‘five food groups’ by creating a Karhoot Quiz on the topic which the children play along together. This will then provide me with an idea on what knowledge children have retained. Quizzes help children to use the knowledge they have learnt and absorb it into their working memory before attempting to learn any new information.

10. Example 1 blog entry..
On the following two slides I will provide examples of blog post entries that I have uploaded onto my eLearning blog page throughout the module. The first of which focused on what I had learnt about the ‘three learning principles’: limited capacity, dual channels and active Processing (Clark and Mayer, 2011).

11. Example 2 blog entry..
This second example is a blog post I created on eLearning Authorising Tools . I provided my thoughts on the concept and I included screenshots of Karhoot quizzes I had created.

12. Multi-media principles:
Multimedia Effect;
Contiguity Principle;
Coherence Principle;
Modality Principle;
Redundancy Principle;
Personalization Principle;
Voice Principle;
Signalling Principle;
Interactivity Principle; and
Pretraining Principle.
Throughout this presentation I have used Mayer’s (2001) multi-media principles to influence the way in which I present my ideas. The principles provide guidance on how best we as the ‘educator’ can display information so that it is fully absorbed and understood by the learner. For example I used the multimedia effect to display pictures and words together on the screen at the same time.

13. References:
Blake, B. and Pope, T. (2008) Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross- Disciplinary Perspectives in Education. 1 (1) pp. 59 – 67. Available at: pdf (accessed: 30/11/2016).
Clark, R. and Mayer, R. (2011) E-learning and The Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. Available at: (accessed: 13/10/2016).
Great Britain. Department for Education (2013) Science programmes of study: key stages 1 and 2 National curriculum in England. Available at: (accessed: 29/11/2016).
Hubbard, R. (2013) The really useful elearning instruction manual: your toolkit for putting elearning into practice. England: Wiley. Available at: %26facet%255B0%255D%3Dfulltext%253Ayes&facet%5B0%5D=fulltext%3Ayes&target=catalogue (accessed: 29/11/2016).
Mayer, R (2001) Multimedia Learning. Cambridge: Cambridge University Press.
Paas, F., Renkl, A. and Sweller, J. (2003) Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist 38 (1) pp Available at: (accessed: 25/11/2016).
Welsh, E., Wanberg, C., Brown, K., and Simmering, M. (2003) E-learning: emerging uses, empirical results and future directions. International Journal of Training and Development . 7 (4) pp Available at: International_Journal_of_Training_and_Development.pdf?dl=0 (accessed: 25/11/2016).

14. Thank you for listening!