eLearning Design Elements and Principles

Question 1

4 elements in learning activity design (hint: L,lO,lE,oP)

Answer 1

1. Learners
2. Intended learning outcomes
3. Learning environment
4. Other people

Question 2

the ways in which aspects of the environment support learning

Answer 2

‘affordances’ for learning

Question 3

learning approach were intended outcomes will be strongly determined by learners’ own goals or by learners’ needs

Answer 3

learner-centred approaches

Question 4

learning approach where formal outcomes will be more significant

Answer 4

curriculum-centred approaches

Question 5

4 design decisions that underpin design (hint:mT,iE,pP,iO)

Answer 5

1. mediating tools and resources
2. a variety of interpersonal exchanges,
3. practitioner’s perceptions of the learners’ needs
4. the intended outcomes

Question 6

5 factors in the enhancement of learning through technology (hint: uC, T, eT, eR, P)

Answer 6

1. understanding *Context of a learning activity
2. established *Tools and practices vs innovative approaches
3. educational *Theory - on approaches that ought to work
4. educational *Research - on approaches that seem to work
5. skilled and reflective *Practitioner

Question 7

Four stages or levels at which design decisions are likely to be made (hint: C, S, A, lO)

Answer 7

1. *Courses, programmes or modules
2. *Sessions, lessons or units
3. *Activities
4. learning *Objects

Question 8

7 Key principles for designing technology-enhanced learning (hint: Bl, T, sL, G, B, C, P)

Answer 8

1. *Blended learning exploits affordances of technology
2. Selecting appropriate *Tools from a context of increasing choice
3. Supporting *Learners in using technologies of their choice
4. *Guidance on how to use technology for learning
5. Communicating *Benefits of using unfamiliar tecnologies
6. *Coherence between technologies, media, learning tasks, outcomes
7. Using technology for its *Potential for learning and not for its own sake

Question 9

3 functions of a good educational theory (hint: Enw, Mt, H)

Answer 9

1. helps us to *Envision new worlds
2. helps us to *Make things (using limited resources effectively)
3. keeps us *Honest

Question 10

4 overlapping lenses which converge in effective learning environments (hint: C, K, L, A)

Answer 10

1. community-centered
2. knowledge-centered
3. learner-centered
4. assessment-centered

Question 11

Learning environment which considers awareness of the unique cognitive structures and understandings that learners bring to the learning context

Answer 11

Learner centered

Question 12

Learning environment where effective learning is both defined and bounded by the epistemology, language, and context of disciplinary thought.

Answer 12

Knowledge Centered

Question 13

Learning environment where formative evaluation and summative assessment serve to motivate, inform, and provide feedback to both learners and teachers

Answer 13

Assessment-Centered

Question 14

6 tools for assessment without increased teacher participation (hint: cmA, aT, sA, U, Ms, Sn)

Answer 14

1. online computer-marked *Assessments
2. online automated *Tutors
3. student *Agents
4. *Users attesting to the value of artifacts created
5. neural networks to *Machine score even ­complicated tasks
6. informal *Social networks (posting and reflecting on ideas of thers)

Question 15

Learning environment which includes the critical social ­component of learning.

Answer 15

Community-Centred

Question 16

Reciprocal events require at least two objects and two actions that mutually influence each other.

Answer 16

Learning interactions

Question 17

Autonomous agent used for intelligent searching of relevant content, reminding students of deadlines and negotiating with the agents of other students for assistance, collaboration, or socialization

Answer 17

Student-alert agents

Question 18

Autonomous agents used to provide remedial tuition, to assist with record-keeping and monitoring of student progress, and even to mark and respond to student communications

Answer 18

Teacher agents

Question 19

Varying emphasis in activity design brought about by different theories (hint: A, Fs, RvR, oP, Lc)

Answer 19

1. *Authenticity
2. *Formality and structure
3. *Retention/reproduction vs reflection/internalization
4. Role and importance of other *people
5. *Locus of control

Question 20

4 classifications of learning activities (hint: Rub, Ib, Sb, Rob)

Answer 20

1. Rule-Based / Associative
2. Incident-Based / Constructive
3. Strategy-Based / Constructive
4. Role-Based / Situative

Question 21

Identifiable change that is anticipated in the learner.

Answer 21

learning outcome

Question 22

Learning outcomes in associative learning (hint: nS)

Answer 22

performance of a new *Skill

Question 23

Learning outcomes in constructive learning (hint: nU)

Answer 23

evidence of a new *Understanding

Question 24

Learning outcomes in situative learning (hint: Pns, Er)

Answer 24

Ability to *Participate in new situations or to play a more *Expert role

Question 25

2 parts of a learning outcome (hint: V, Q)

Answer 25

1. verb (the kind of activity)

2. qualification (the context, scope or method)

Question 26

An artifact designed to support a specific task function rather than to represent content

Answer 26

Digital Tools

Question 27

five different media ‘types’ with different capacities to mediate learning (hint: N, C, I, P, A)

Answer 27

1. *Narrative
2. *Communicative
3. *Interactive
4. *Productive
5. *Adaptive

Question 28

3 types of the more expert person based on the type of learning (hint: TgS, TsC, TFs)

Answer 28

1. teacher skilled in guiding learners through *Structured activities (associative)
2. teachers who are sympathetic with insight on the *Context and abilities of learners (situative)
3. teachers with *Facilitative skills such as negotiating outcomes, supporting learner discussion, giving relevant feedback (constructive)