Principles of Learning How it is supported in OL Limitations Based on experience

Importance Issues
(applicable to the 4 principles)
Notes References

continuous Internet connection Prensky postulates that in general, Anderson, Terry

Learner-Centered
Systems view of online teaching
(Bates and Poole 2003)
Plan, Design, Produce, Deliver
Evaluate, Maintain
~ audience and needs analysis first
before developing the content
Knowledge-Centered
resources in varied formats
print, audio, video, hypermedia
graphics, illustrations, models
demonstrations, role-play
natural world, outoors, travel
Learner-Centered
surveys, questionnaires
virtual icebreakers
individualized / community-
centered learning activities
Knowledge-Centered
online posting, blogs, websites
accessible anytime, anywhere
web-based lms/cms
social media - facebook, scribd
twitter, yahoo, msn, google,
blogger
direct access to vast libraries of
content and learning activities
organized from a variety of
discipline perspectives
system requirements - hardware
software, memory, bandwidth
combination of asynchronous
and synchronous communication if
100% synchronous communication
is not possible
combination of low and high tech
if 100% high tech is not possible
such as blended learning
body language, facial expressions
not evident in online learning
resistance among faculty and
institutions to threatening
competition from virtual learning
environments
vast resources can be overwhelming
which can hinder successful
learning because of multi-
directionality of the topics
and hyperlinks
scaffolding from a teacher
may not be provided
Learner-Centered
different formats can cater
to all types of learners
including those with
physical handicaps (visually-
impaired, crippled, hearing-
impaired) and learning
disabilities (slow learner,
autistic, add, adhd)
Knowledge-Centered
online learning can provide different
formats to suit the learner's needs and
learning capabilities; authentic data
nonlinear hypermedia
online learning programs can be
motivating to learners
can cater to the different
learning pace of the learners
by making it available online
accessible anytime or
anywhere
Learner-Centered
UNESCO Education for All
DepED Education for All
IDEA (USA)
Multiple Intelligences
~can be expensive with the use of
high technology
~Anderson: no single best media of online learning
nor is there a formula; teachers must develop their
skills to respond to student/curriculum needs
Knowledge-Centered
~aside from having the content, the next challenge
is to delineate which modes, methods, activities,
& actors are most cost- and learning-effective in
creating and distributing quality e-learning
programs
~Nancy K. Parker - quality dilemma in online educ
re faculty & staff; standards, accreditation, licensing
~m-learning where the display screen is smaller
and now providing a problem in text display and
spelling (texters tend to type shortened words)
we all learn:
1. behaviors through imitation, feedback, and
practice
2. creativity through playing
facts through association, drill, memory, and
questions
3. judgment through reviewing cases, asking
questions, making choices, receiving feedback,
and coaching
4. language through imitation, practice, and
immersion
5. observation through viewing examples and
feedback
6. procedures through imitation and practice
7. processes through system analysis,
deconstruction, and practice
8. systems through discovering principles and
graduated tasks
9. reasoning through puzzles, problems, and
examples
10. skills (physical or mental) through imitation,
feedback, continuous practice, and increasing
challenge
11. speeches or performance roles by
memorization, practice, and coaching
12. theories through logic, explanation, and
questioning
Parker, Nancy K.
Athabasca U
The Quality Dilemma in Online Education
Revisited in The Theory and Practice of
Online Learning
Robert A. Reiser (Florida State U)
John V. Dempsey (U of South Alabama)
Trends and Issues in Instructional Design
and Technology
2002, NJ: Pearson Education
Haomin Wang (Dakota State U)
Deborah L. Gearhart (Dakota State U)
Designing and Developing Web-based
Instruction
2006, NJ: Pearson Education Inc.
Eric Hamilton (US Air Force Academy)
John Cherniavsky (National Science Foundation)
Issues in Synchronous Versus Asynchronous
E-Learning Platforms
In Web-based Learning - Theory, Research, and
Practice Harold F. O'Neil and Ray S. Perez (Eds.)
2006, NJ, London: Lawrence Erlbaum Associates

Assessment-Centered
measurement and evaluation
checking of knowledge gained
checking of skills gained
feedback to teacher whether a student
learned very well or not
basis to improve the learning program
Assessment-Centered
multiple time and place
shifted opportunities for
formative and summative
assessment by self, peers, and
teachers
Marc Prensky (2001)
learning outcomes are best
learned through particular
learning activities
objective tests, online quiz,
adaptive testing, multimedia tools
performance, authentic, portfolio
assessing collaborative learning
online learner is left on his own
to decode/decipher the text
material
multi-sensory activities are not
possible such as swimming,
cooking, baking, driving, traveling
(it can be done in a blended/hybrid
learning environment)
Assessment-Centered
can be automated
faster computation of
scores in multiple choice
and other objective tests
can provide accurate results
skillfully designed online learning envi-
ronment with human interaction
provides for the richest learning
experiences
Assessment-Centered
accuracy of scoring especially on essays
connectivity
maintaining integrity after undergoing iterations
Parker-accreditations, licensing (ISO, Sloan QF, TQM)
current traditional quality measures associated with
accreditation or state-administered quality assu-
rance frameworks do not match this new climate of
teaching and learning
impact on learning outcomes and academic work???
e-learning guidance needed
Forms and styles of games can be used online
or off-line to effectively facilitate learning each
of these skills
Anderson argues:
each of these activities can be accomplished
through e-learning, using some combination of
online community activities and computer-
supported independent study activities
Using the model, Figure 4:
one can plan for and ensure that an appropriate
mix of student, teacher, and content interaction
is uniquely designed for each learning outcome
~~~ an answer to Garrison's Getting the Right Mix

Community-Centered Community-Centered Community-Centered Community-Centered

situative, communities
cultural context (language, tradition)
asynchronous and synchronous online learners and teacher ~Parker-learning technologies can promote powerful
collaborative and individual geographically separated connections to content, context, and community
interactions in many formats can meet online to discuss
topics synchronicity vs. internet connectivity for computer
conferencing
community of practice and
community of inquiry
still possible through online
updating and communication
of learners and experts
doing field work such as
being done in National
Geographic Society
(traditionally, learners need to be
immersed in a community to make it
situative learning)

also refer to Table 1, p. 67

Semantic Web 2.0 agents that update the online
Affordances of Network environment learning content (rss feeds)
and the attributes of the
"way people learn"
(Bransford et al)