1. Scott D. Peterson
EDU-697

2.  “E-Leaning is the use of electronic technologies
to create leaning experiences” (Horton 2012,
p.21)

3. STANDALONE COURSES LEARNING GAMES
 Self Paced without
teacher interaction
 Games designed to
explore subject matter

4. LEARNING
SIMULATIONS
MOBILE LEARNING
 Electronic Simulators
designed to recreate
learning environment.
 Using Mobile Devices
such as smart phones
and tablets

5. SOCIAL LEARNING VIRTUAL CLASSROOM
 Learning through
online collaboration
using social media.
 Learning through
online courses that are
designed like traditional
classrooms.

6.  E-learning can be the best or the worst learning
possible, dependent on the creativity process
that govern the design development of the
training.
 “The National Technology Plan released in
2005 admits that today's students are far ahead
of their teachers in computer literacy”
(Richardson 2010 p 89). This means that the
teachers need to be updated with how they design E-
learning modules!

7.  The instructional design of E-Learning guides
the instructor on what type of educational
tools, management systems, design media and
content that will be required. . Instructional
design is a concept of lesson planning that is a
collection of instructional techniques that are
intended to stimulate the student’s interests
and curiosity". (Newby, Stepich and Leahman
2011 p.87)

8. DESIGN PERSPECTIVES DESIGN INFLUENCES
 Choices of Technology
 Management Systems
 Budget
 Schedule
 Trying to teach too
much
 Failure to teach
essentials
 Omitting Supporting
Objectives
 Teaching what is
already known

9.  The Learning objectives must state how the e-
learning may change the learner. This can be
achieved by assessing and having a goal for the
class requirements

10. Goal
• What Matters
• Project
Contribution
Learner
• Types of
Learners
• Style of
Teaching
Learning
Objective
• Activities
• Assessment

11.  After the instructor has identified the lesson
objectives of the course, they will need to
identify the order that they will use to
accomplish these goals. ( Horton 2012 p. 114)

12. Bottom Up
• Teach Prerequisite objectives before objectives that require
these prerequisites
• Eliminates Learners confusion about lesson content
Top Down
• Start learners at the “Top” objectives
• Allows for learners to access objectives they lack
Sideways
• Allow the learners to navigate the course objectices freely
• Allows the learners the freedom to satisfy objectives as
they see fit

13.  Learning Activities and Instructional design,
educational media, and educational computing can
be used to enhance learning in a variety of ways in
today’s modern classroom. Instructional design is
a concept of lesson planning that is a collection of
instructional techniques that are intended to
stimulate the student’s interests and curiosity".
(Newby, Stepich and Leahman 2011 p.87) It uses
motivation, orientation, information and
application activities that are designed to assist
planning, student teacher relations,
implementation of new ideas and feedback in the
classroom.

14. Absorb
Reading Text
Watching and
Listening
DO
Game Playing
Answer
Questions
Connect
Project
Development
Experimenting

15.  Learning Objectives and goals, Teaching
sequences, learning activities and applying
learning experiences all interrelate with each
other to give the teacher and the student a
through and well laid out plan for the transfer
of knowledge. Remember,
Plan Well, Teach Well!,

16.  Horton, W. (2012), E-Learning by Design ( 2cd
Ed). San Francisco CA: Pfieffer Press
 Lever-Duffy, J. & McDonald, J. B. (2011)
Teaching and learning with technology (4th ed.).
Boston, MA: Pearson Education, Inc./Allyn &
Bacon
 Richardson, W. (2010), Blogs, wikis, podcasts, and
other powerful web tools for classrooms (3rd ed.).
Thousand Oaks: Corwin Press.