An Introduction to e-learning

What is e-learning?

E-Learning draws on educational technology, instructional design and traditional pedagogic theory to design, deliver, and implement a learning environment to promote knowledge construction, critical analysis and reflective practice in our learners. It draws on student’s established social networking abilities and enables them to apply this to the realm of education.

What does it do?

Supports our learners through flexible and inclusive access and supports our teaching practice through dissemination and engagement opportunities.
Enables learner’s flexible access to materials to learn at their own pace via a contemporary interface.
Provides academics with the freedom to attempt alternative teaching methodologies, allowing them to explore creative solutions and embrace innovation and experimentation in one’s teaching.
Simply put, it makes teaching and learning more effective.

What do I need?

To meet the technological expectations of incoming learners one needs to address the role of e-learning in our current programmes. Always start with small e-interventions, ideally pilot it with a familiar cohort;

An online discussion, following a tutorial
Non –assessed Blackboard quizzes
Developing FAQ over time, allowing students to participate and contribute
Gathering email queries and responding via a discussion thread or blog, (for wider and future student access)
Access to intuitive technologies that require little or no training, allowing for an autonomy of use and a focus on the pedagogy first, not the technology
To overcome the fear of the unknown and embrace the challenge and opportunities afforded by e-learning
To know that there is a standardisation of presentation and communication technology across teaching spaces
Provision of a transparent institutional strategy with direction to guidelines and support, including the presentation of case studies and shared practice
Advice and guidance from peers, access to case studies and real time examples
E-Learning needs to meet our students expectations and our own as academic practitioners –it has to be simple to use, seamless to our daily practice, the technology deployed needs to be intuitive, easy to set up and manage.
Access to support, locally, college based and institutionally

Design, Implementation And Evaluation

In a higher education setting there are a number of opportunities to implement technology for the benefit of teaching, learning and research. These include the ability to deliver teaching materials in a flexible and accessible way, emphasising and promoting the potential for student-centred learning and the existence of an open and collaborative environment for research activities.
The resources below provide three points of access to the implementation of e-learning within the higher education setting. The sections offer elemental guides/suggestions/practical advice on how one may interact at each stage of the design, implementation and evaluation process of applying e-learning to teaching and learning.
Further content is in the process of being compiled, if you have any areas you would like to see covered or contributions please contact David.Jennings@ucd.ie

Planning and Design

The planning and design resources provide a guide to a variety of potential planning and design concepts that may be used when setting out to design, adapt or create new sessions, modules or programmes. One may wish to consider what kind of e-learning intervention one wishes to use – discussion threads, SMS, resource based learning and how best to apply these, considering the use of relevant models and appropriate theory. Before adapting or creating any e-learning materials it will be necessary to gain a clear understanding of copyright and it application in an online environment.
See Engaging in Online Activities, Online Communications, Copyright and E-Learning, Developing Reusable Learning Resources, Authoring Guidelines for On Screen Content, et cetera in the Printable Resources section below.

Implementation (examples of methods and practice)

These resources offer practical examples and potential methods of how to apply technology - enhanced iterations of sessions, modules or programmes. One may wish to consider when best to use a technological intervention and what kinds are available to do the relevant job. It may also be worth exploring new social networking tools and their applicability to education.
See Using Technology Effectively, Technology Applications Related to Course Support and Social Bookmarking in the Printable Resources section below.

Evaluation, Review and Resources

These resources elaborate on how to evaluate an e-learning intervention or application. They also offer the user further resources for independent exploration and research. Of particular resonance is the National Digital Learning Repository and other such educational based online resources, herein one may avail of copyright cleared materials for use in an educational environment.
See Repository Initiatives and The Evaluation of E-Learning Interventions in the Printable Resources section below.

How does it impact my teaching?

It enables one to re-consider teaching practice, placing pedagogy to the fore when considering the curriculum design and re-design incurred by any e-learning intervention.
Focuses programme design on learning outcomes and module descriptors, seeking an e-learning intervention only where a real need is identified.
Allows one to take a pause and evaluate the current curriculum implementation, highlighting the requirements of different cohorts. Working with these profiles to identify their need/s for additional or alternative supports.
Offers a way to structure and sequence content to provide more inclusive access for the learners.
Enables the management of large classes, offering options for continuous assessment, and feedback.
Allows for the potential repurposing of content year on year – and adaptation for different levels all from the same core materials.
Provides an impetus for change, innovation and experimentation.

Things to watch out for…

Focusing too much on the technology… to the detriment of the pedagogy.
Providing e-learning with no clear structure, purpose or integration into current teaching practice.
The inclusion of e-learning in our programmes needs to be focused - UCD is a campus based University not a distance learning Institution.
A lack of proportion - too much time spent tinkering, need to think strategically and focus on potential re-usable content.
Inappropriate use of copyrighted materials – need to generate original content and provide links to primary or open resources.
Unintentional student overload – the use of additional notes, exercises, quizzes, activities online etc without consideration for the wider integration.
Misinformation about technical access and support – need clear guidance on available local and college measures.