This curriculum presents critical issues common to all institutions: establishing and incorporating standards of good practice, integrating instructional technologies into curricula, securing resources, providing incentives for faculty, and measuring outcomes through carefully designed assessment strategies. We invite you to use this curriculum in your faculty technology instruction and welcome any feedback you can provide.
This guidebook will help readers to systematically approach their engagement with e-learning, irrespective of the educational sector or level within which they may be working. The content of this guidebook has been carefully selected to enable readers to consider all the issues in relation to e-learning. Besides the great deal of resources that are included in this guidebook, its unique feature is the opportunity it provides readers to “tell us a story” about their experiences in relation to the issue or subject under discussion. Telling a story requires readers to pause, slow down, reflect, learn, access and share their experiences or connect in a meaningful way with others. These are opportunities designed to remind readers of relevant experiences, which will enable them to reflect upon their experiences and those of other colleagues. These will enable readers to make better sense of what this guidebook recommends.
Divided into nine chapters, this guidebook discuss issues related to attributes of e-learning, Contemporary trends and practices, e-learning management systems, collaborative designs for e-learning, assessing learning outcomes, e-moderation, and evaluation of e-learning environments.
The aims of this Handbook on In-house Style are to provide all those faculty engaged in developing self-learning materials for learners of open schools and distance learners at basic and school education with an understanding of how to develop new curriculum or adapt existing classroom curriculum for open schooling, as well as acquire the knowledge and skills involved in developing self-learning materials for school level distance learners. Examples from the context of open schooling have been provided which you can relate to your own contexts and discipline/subject area for developing and finalising modules and units.
"We know that scenarios benefit performance by immersing learners into workplace situations within training. The storytelling quality of scenarios helps make the lessons learned in training memorable. And there are many ways to incorporate stories and scenarios into eLearning."
Anyone who has been involved in instructional design for any length of time will very quickly run into that workplace reality called Rapid Development tools. Often, the most common complaint from the tools team is that the ...
Creating learning materials for open and distance learning: Introducing the Commonwealth of Learning instructional design template.
COL has developed a template for instructional design that helps content developers to convert their subject matter expertise into learning materials. It helps authors incorporate ODL instructional design techniques into their learning texts. Created in just over a year and tested in many countries and institutions with feedback from many instructional designers, this template is truly a collaborative effort. COL hopes that anyone who may feel discouraged from developing ODL learning materials will now feel empowered to begin to do so.