The document discusses pedagogical approaches and design implications for e-learning. It outlines two basic e-learning approaches: a content delivery model suited for self-paced learning of facts and skills, and an interaction model better for group-based, constructivist learning goals. The appropriate approach depends on the learning goals. Effective course design for each is also discussed, as well as the role of teachers and prerequisites for a supportive e-learning environment at national, institutional, and student levels.
Pedagogical approaches, design implications and prerequisites for e learning
1. E-learning business models author: Eric Kluijfhout This work is licensed under the Creative Commons Developing Nations License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Bethlehem, 18 December 2005
2. Pedagogical approaches, design implications, and prerequisites for e-learning For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout
3. Where are we? Level Dimension Macro National environment Mezzo Institutional environment Micro Learning environment Pedagogical Technological Organizational
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8. Fit of learning goals and e-learning motor skills?? professional competences?? cognitive skills facts learning social skills suitable/easy unsuitable/difficult Content delivery model Interaction model
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Notes de l'éditeur
Because if this, e-learning tends to focus on self-study, without peer interaction, for simple knowledge and skills.
In content delivery approach it is possible to provide rich media-content!!
Where to place motor skills?? Is general model however: e.g. some individual competencies can well be developed individually.
Alap = as little as possible
National e-learning policy should be medium-long term (3-5 years rolling plan) and include also the role of non-gevernmental players. E-learning programmes are medium-term (1-3 yeaqrs) and should be derived from the long-term policy. Distance teaching/e-learning organizations along the lines of educational levels (secondary, tertiary), professional associations (IT staff, teachers, ….) or economical sectors (education, government, private sector). Teacher training: often the present generation of teachers is ‘lost’ Reliable hardware and software suppliers: e-learning requires stable hardware and software services. Internet services providers: to provide reliable connectivity ICT training and manpower providers: without competent and responsible people, no technology can function