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Planning and implementing e-learning activities
A consideration of these elements helps us see how technologies might be appropriately integrated into teaching at a course and/or curriculum level (Elgort, et al, 2008). Table 2 provides an illustrative example using a template developed to support the creation of flexible and distance teaching materials to ensure constructive alignment. This example is informed by the teaching and learning seven principles, defines teaching and learning methods and indicates how e-learning content and process might be introduced.
Table 2. Development template for e-learning - an example
In this example, the teacher uses e-learning to facilitate the group learning process, providing supporting content and links as well as structuring the learning process so as to achieve the learning outcomes which are then assessed. Evaluation is important, particularly after introducing a teaching or learning innovation, in order to gauge whether learning improves as a result of the innovation and whether changes might need to be made. Evaluation of Web 2.0 tools as teaching innovations is not something that is currently happening (Elgort, et al, 2008), referred to by Booth (2007) as an ‘educational bypass’.
Thinking point:
What evaluations (if any) are going on in our organisation around the use of Web 2.0 tools?
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