Jess’ E-Learning Blog

  

The NGO Training Program is an initiative run by the Department of Community Services (DoCS) as a means of provideing education for the Non Government Organisations (NGO’s) which it provides funding for. The course, Understanding the Impact of Alcohol and Other Drugs (AOD), is one of the courses available whic has been chosen to be trialed as an e-;earning program. This paper proposes an e-learning design for the  course Understanding hte Impact of Alcohol and Other Drugs. This paper has been structured into the following categories: Context of the E-learning; Learning Theories Applied; Storyboard and Justification, and Technologies Built into the Program. 

 

 

Outline the E-Learning Context

This program is an e-learning solution to the face to face program, ‘Understanding the Impact of Alcohol and Other Drugs’ which is conducted under the NGO Training Program, run by the Department of Community Services (DoCS). Currently, the face to face program is attended by individuals in all areas of New South Wales, with flights and accommodation organized by DoCS personnel.

 

A large percentage of individuals who attend NGO Training Programs come from various community centres in NSW, each of which has been provided with at least one computer by DoCS. The main points determined in a learner profile has been developed and posted by class members here.

 

Individuals are recommended to attend the learning program by their supervisor or manager. They may be recommended to attend the program because they need to learn or revise some of the theoretical content involved or because they require this background knowledge in their position.

 

 

 

 

Learning Theories Applied

The learning theories this design is drawing upon are the humanist and cognitive. The humanist learning style has been described by Burns (2002) as an approach where learning is equated with human growth, where the learners are prized in and of themselves and where the aim is to provide a positive learning environment where self actualization can be achieved. The humanist learning theory realizes that feelings and emotions play a part in how individuals respond to learning and encourages learners to engage positively with the learning.

 

This learning theory has been chosen for a number of reasons. Firstly, as the learners in this context are unfamiliar with technology and the Internet, the potential of any e-learning program to overwhelm and intimidate learners is very large. The humanist learning theory has been incorporated into design to reduce the chances of learners being intimidated or overwhelmed. Secondly, the face to face program has been structured with humanist influences so in order to have continuity the electronic version should also have humanist influences. Lastly, as this program is a new venture into e-learning for the NGO Training Program, it will be important that information is gathered about learner perspectives both during and after the program. This can be facilitated through a humanist learning style with its emphasis on the felling and emotions of the learners. The methods in which the humanist learning theory has been incorporated into this program design is discussed further under the heading ’Storyboard’.

 

The three main aspects of the cognitive learning theory are an emphasis on the role of experience, the development of meaning and the use of problem solving and insight (Burns, 2002). The cognitive learning theory is unique in that it is based on shaping learning to align with the way the brain functions. The use of advance organizers and structured learning to facilitate meaningfulness are ways in which this is achieved.

 

In terms of this design, a cognitive approach was chosen for the following reasons. Firstly, learners who have no e-learning experience can easily feel lost and disengaged with the difference in learning. Thus, some form of structure in the e-learning program is required to give learners guidance and facilitate a feeling of security and direction. Secondly, in acknowledging experiential learning, Cognitivists allow learners to slip into the stage of learning which they are up to. This, in practice, means that some learners may not need to complete every module of the course, therefore reducing the learning hours involved. Thus, a cognitive approach can allow learners more time to work, which is their highest priority.

 

 

 

Storyboard and Justification 

 

The storyboard can can also be viewed here

 

 

 

 

A number of features of this storyboard facilitate the learning theories discussed previously. They are outlined below.

 

Employing an online quiz at the commencement of the program as a cognitive discriminator is a cognitive techniques designed to assess learner’s prior knowledge and allows learners to ‘slot into’ the level of learning which they are at. This has the potential to save time as learners who have knowledge of modules do not need to attend and complete that module.

 

The role of experience and problem solving is exemplified in the abundance of wiki and blogging learning activities which require learners to draw upon their experiences to provide solutions to scenarios. This has the two-fold effect of teaching in a cognitive manner, brining associated benefits, while also facilitating a positive, humanist learning environment by acknowledging the experience which learners bring to the program.

 

The learning in this program has been structured from least to most complex learning. This is also a cognitive approach, designed to build Ausubel’s theory of meaningfulness (Holland, n.d.), which facilitates deeper learning. An additional benefit of this is that the learners, who are only new to e-learning, are less likely to be overwhelmed by the program as a whole if the initial learning content is not too complex.

 

A humanist approach has also affected the manner in which information can be accessed. While learners cannot view the whole course at the outset of the program, once they have access to a particular module, they can always go back and access that module. This is irrelevant to which module they are studying, even pre-course training can be accessed after it has been completed. The reason for this is that the ability to move backwards and forwards through content means that if a learner forgets something, they can always find it again. This is particularly important in regards to the pre-course training as learners have very little e-learning experience and it is highly probable that they will forget some of this learning content. The ability to access this knowledge when needed is one feature which promotes a positive, humanist learning environment.

 

 

Technologies Built into the Program

This section has been divided into two parts: outlining the platform, and outlining individual learning technologies used.

 

Platform:

The platform which is to be used to house this program is a mash-up of several technologies. A mash-up refers to a design where other webpages and technologies are loaded as widgets onto a single page or website. The following video explains in more detail what a mash-up is and how it is put together.

 

 If this does not show correctly, look at the source.

 

A mash-up has been used in this design for the following reasons. Firstly, having access to all activities of the program on one website gives a more streamlined program interface. This has the follow-up effect of making the program easier for the learner to navigate which lessens the possibility of learners becoming lost inside the platform or being overwhelmed. Additionally, if learners do not have to travel to other internet websites to access an activity, there is less chance of them becoming lost or sidetracked on other Internet websites. Lastly, as a mash-up provides a streamlined interface, learners do not need to know what technologies they are using and thus they cannot become intimidated by the technologies incorporated into the program. Overall, these benefits support the humanist learning theory discussed previously by facilitating a positive learning environment.

 

The technologies which I am using in the mash-up are wikis, blogs (both individually and group owned), a social network and Webinars. Overloading learners by using too great a variety of technologies, whatever the interface resembles, presents the possibility of intimidating them, so the number of technologies has been restricted. The technologies included in this mash-up are discussed further under ‘Learning Technologies’. Directly below are two main screencaps of the intended platform. For additional screencaps, please visit flickr.

 

 

 

 

Learning Technologies:

Learning has been structured around one or more synchronous activity, with related asynchronous technologies following. As the learners have no experience in e-learning, it would not be a good suggestion to ask them to participate in a completely asynchronous course – they will have trouble with direction and navigation. Therefore, in order to maintain some semblance of familiarity, webinars have been designed as the primary synchronous technology to provide the feeling of classroom learning. Webinars synchronously connect individuals who are spatially distant. Many classroom activities can be recreated in a webinar. For more information on webinars, please visit this wiki.

 

WIkis are employed throughout each module of this program and are used to build database of knowledge and experiences which can be drawn upon during the course. This technology is used in a constructivist manner, where individuals are given problems or scenarios and must draw upon the knowledge of the webinar session as well as their experience to provide a solution.

 

Blogs have two uses in this program. The first type of blog used is an individually owned blog, which each learner is given. Learners are encouraged to ‘leave thoughts’ and reflect on their learning. Some activities require that learners write a reflection on their blog and comment on other learners’ reflections. This serves two purposes. Firstly, it is a humanist activity which promotes an open, sharing and positive learning environment and secondly, it provides a wealth of information about the quality of the course when the course is reviewed.

 

The second use of blogging in this program is group blogging, which is used primarily in activities requiring both learner contribution and learner discussion. Every module has at least one group blog – a Question and Answer blog, where learners can post and answer questions. A group blog functions as a normal blog, but instead of only one person having publishing access, all learners have access. A group blog is, like a wiki in that it allows archiving of vast amounts of opinions from various sources. Its benefit is that it shows what was written, when it was written and who commented on it on the same page as the content itself, instead of on a separate history page as in a wiki. This is beneficial as learners can easily identify new additions to the blog and they do not need to access a different page to find out when particular information was added. From a learner’s point of view, group blogs are also beneficial because, like individual blogs, they can be used to promote discussion, which promotes a cognitive learning environment. Group blogs can also be set up for anonymous posting, so that individuals who are uncomfortable with posting their opinion can do it secretly. This benefit facilitates a positive learning environment in which learners feel comfortable – a humanist approach.

 

 

 

This paper has outlined an e-learning design for the NGO Training Program’s course ‘Understanding the Effects of Alcohol and Other Drugs’. Included in this design was an outline of the e-learning context, a justification of the learning theories which underpin the design, a storyboard and platform screencaps which outline the design of and use of technologies, activities and platform followed by an outline and justification of the technologies used in this program. This program has been designed following humanist and cognitive learning theories, in accordance with the learner profile discussed previously. Learning technologies and the program platform, likewise, have been chosen with the learners in mind and consists of blogs, wikis and webinars, as discussed previously.

 

 

 

 

 

References

Burns, R., 2002, The Adult Learner at Work: The challenges of lifelong education in the new millenium, Allen & Unwin, 2^nd edn.

 

 

Holland, B., no date, Cognitive Theories of Learning in ‘New HSC Online Professional Development Node’, Department of Education and Training & Charles Sturt University, accessed 5 June 2008, http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.html.

Bartlett-Bragg, A., NGOTP, Nimeus & Small, J, 2007, Learner Profiles, in elearningdesign3, wiki, accessed 20 May 2008, http://elearningdesign3.wikispaces.com/learners.

Cai, K., Marshal, S., Small, J. & Sugito, E., Synchronous, in elearningdesign3, wiki, accessed 20 May 2008, http://elearningdesign3.wikispaces.com/synchronous.