1. Introduction to e- Learning Dr. Lam TECM 5180

2. What is wrong with e- learning? What are your experiences with e-learning? What made it effective or ineffective? What were your experiences with technology?

3. What is e-learning? Any instruction delivered on a digital device that is intended to support learning Includes both content (information) and instructional methods (techniques) Can be synchronous (instructor-led) or asynchronous (self-paced)

4. Is e-learning better than classroom learning, or vice versa? In short, the answer is “no” According to 318 media studies, it was clear that there was little effect of media on learning E-learning and classroom-based training both have distinct advantages and disadvantages

5. The Promises of e-Learning Customized training Engagement in learning Multimedia Acceleration of expertise

6. Customized training E-learning doesn’t support learning styles, but it does support learner’s unique needs E-learning content and delivery can be adapted based on work roles and learner’s needs (particularly prior knowledge) Ch. 14 discusses adaptive e-learning

7. Engagement in Learning Behavioral engagement- overt action a learner takes (e.g., pressing the forward arrow, typing an answer, drag and drop an item) Psychological engagement- cognitive processing of content in ways that lead to acquisition of new knowledge and skills (e.g., explaining a complex visual, summarizing a portion of a lesson, taking a practice test)

8. Engagement Matrix

9. Multimedia Allows you to use a combination of text and audio Still and motion visuals Chapters 4-10 will cover the research-based guidelines for using these elements

10. Practice Answer questions 1-5 on the e-learning examples page

11. Pitfalls of e-Learning Too much of a good thing Cognitive overload! Technology-driven e-learning can be detrimental to learning Not enough of a good thing “Page turners” that omit any interactivity Losing sight of the goal Discovery learning

12. 3 Types of e-Learning lessons GoalDefinitionExample InformLessons that communicate information Company history New product features Perform procedureLessons that build procedural skills (to promote near transfer) How to log on How to complete an expense report Perform tasksLessons that build strategic skills (to promote far transfer) How to close a sale How to analyze a loan

13. E-Learning Architectures Receptive- Low interactivity (e.g., new hire orientation) Directive- Medium interactivity (e.g., procedural training such as software skills) Guided discovery- High interactivity (e.g., how to negotiate)

14. Practice Answer questions 6-7

15. Technology-centered vs. Learner-centered Technology-centered focuses on using cutting edge technologies Technology-centered retrofits learning into the confines of technology Learner-centered first examines learner needs and then adapts the technical delivery to meet those needs

16. How do people learn? Three models of learning 1.Response strengthening – strengthening or weakening associations 2.Information acquisition – adding information to memory 3.Knowledge construction – building a mental representation

17. Three Principles of Knowledge Construction Dual channels - people have separate channels for processing visual/pictorial material and auditory/verbal material Limited capacity – people can actively process only a few pieces of information in each channel Active processing – learning occurs when people engage in appropriate cognitive processing during learning Based on these assumptions, we can use research-based evidence to guide the way we present information.

18. Four steps in learning 1.Selecting words and images 2.Organizing words and images 3.Integrating into our schema 4.Retrieval of new knowledge and skills long-term memory into working memory

19. The problem is… The four steps are difficult to accomplish because of demands on cognitive processing capacity. Three common problems: 1.Too much extraneous processing 2.Too much essential processing 3.Insufficient generative processing

20. Managing Challenges to Mental Load ChallengeDescriptionSolutionExamples Too much extraneous processing Mental load caused by extraneous and essential processes exceeds mental capacity Use instructional methods that decrease extraneous processing Use audio to describe complex visuals Write lean text and audio narration Too much essential processing The content is so complex that it exceeds mental capacity Use techniques to reduce content complexity Segment content into small chunks Use pre-training to teach concepts and facts separately Insufficient generative processing Learner doesn’t engage in sufficient processing to result in learning Incorporate techniques that promote psychological engagement Add practice activities Add relevant visuals

21. Practice Complete questions 8-11