1. e-learning for improving the quality of learning António Duarte (University of Lisbon - Portugal) Fe-ConE Project Workshop Vilnius - Lithuania - October, 2007.

2. Introduction - Framework e-learning quality of learning deep approach to learning learner e-learning programs (e-LPs) knowledge of learning approaches contextual factors. knowledge of learning approaches personal factors

3. Introduction – This presentation knowledge of learning approaches contextual factors encouragers of deep approach suggestion of e-LPs design principles dissuaders of surface approach 1. Contents 2. Objectives 3. Methods 4. Evaluation.

4. Contents of e-learning programs (e-LPs) TYPE OF CONTENTS e-LPs could give some freedom of choice on contents e-LPs could mention knowledge processes involved in construction of contents e-LPs could include instruction on deep learning strategies & metalearning EXTENSION OF CONTENTS e-LPs could prevent information overload e-LPs could emphasise contents more difficult to understand ORGANISATION OF CONTENTS e-LPs could start by a reduced amount of basic-interesting contents e-LPs could use a “circular approach” to topics (i.e. concretes – abstractions - applications).

5. Objectives of e-learning programs (e-LPs) E-LPS COULD DIRECT LEARNERS TO: the use of a deep approach to learning construction of personal meaning E-LPS COULD DIVERT LEARNERS FROM: the use of a surface approach to learning development of inert knowledge.

6. Methods of e-learning programs (e-LPs) MOTIVATIONAL e-LPs could reinforce competence performance e-LPs could attribute success to interest & personal competence e-LPs could attribute failures to reduced effort & absence of learned skills e-LPs could give some freedom of choice on the learning process COGNITIVE e-LPs could lead to an active learning attitude & to conceptual change e-LPs could relate contents to personal knowledge & other contents e-LPs could use a variety of educational methods INTERPERSONAL e-LPs could encourage discussion in collaborative learning tasks.

7. Evaluation in e-learning programs (e-LPs) EVALUATION TIMING evaluation in e-LPs could occur along the learning process USERS INVOLVEMENT evaluation in e-LPs could instigate self-evaluation EVALUATION FORMAT e-LPs’ evaluation questions could demand reflection, critical thinking, problem solving and transfer e-LPs’ evaluation tasks could involve interaction between users EVALUATION CRITERIA evaluation in e-LPs could monitor/value deep learning evaluation in e-LPs could give feedback on difficulties to understand PREPARATION OF USERS TO EVALUATION e-LPs could inform that deep learning will be valued.

8. Conclusion e-LPs don’t automatically assure meaningful learning this is mostly dependent on users’ employ of a deep approach to learning e-LPs can enhance the probability of this approach if they comply with certain design criteria

9. antonio.duarte@fpce.ul.pt (University of Lisbon - Portugal) FURTHER INFORMATION Duarte, A. M. ( ). e-learning for improving the quality of learning. In Proceedings of Fe-ConE Project Workshop. Vilnius - October, 2007. THANK YOU FOR YOUR ATENTION