E-Learning: Education Anytime, Anywhere Randy Rodgers Walden University.
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Transcript of E-Learning: Education Anytime, Anywhere Randy Rodgers Walden University.
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E-Learning: Education Anytime, Anywhere
Randy Rodgers
Walden University
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Development Process
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Why Online Learning?
• Anytime, anywhere learning
• Economical
• Opportunities for communication and
collaboration
• Creative applications
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Research
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Development
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Commercialization
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Innovation Decision TimelineKnowledge: What are essential components of an online
learning program?•Hardware and software•Training opportunities & materials•Self-assessment instruments•Supplemental materials (books, audio-visual)•Marketing materials•Assessment strategy & materials
Persuasion: What are the benefits?•Cost-effective•Greater flexibility (Reaches more students)•Increased opportunities for collaborations•Reflects contemporary, real-world training/learning
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Decision: Choosing to adopt online learning•What will be common course elements?•Develop and host or purchase?•What is the timeline?
Implementation: Starting the online program•Registration•Instructor training•Technical support•System for ongoing, formative assessment
Confirmation: Assessment; decision to continue, abort, or modify program•Measures of success: enrollment numbers; students completion rates; cost analysis•External assessments: standardized tests; end of course exams•Possible alternatives
References:Abel, R. (2005). Implementing best practices in online learning. Retrieved fromhttp://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ImplementingBestPracticesinOnl/157354
Rogers, E.M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press
Simmons College (2004). Implementing an online program: Guiding questions. Retrieved fromhttp://my.simmons.edu/services/technology/ptrc/pdf/educause04_handouts.pdf
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Innovation Adoption S-Curve
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Adopter Categories
Innovators
Tech savvy;Academically
advanced;Self-
motivated; Risk-takers
• Students/teachers seeking acceleration and independent learning
• Students strong in technology and science
Strategies for recruitment
• Seek and value feedback
• Offer initial courses for no cost
Image source: http://4.bp.blogspot.com/_4RUa3sMeqtc/RgwkF2r6ywI/AAAAAAAAAI8/sA97h0ldqC4/s400/innovation.jpg
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Adopter Categories
Early Adopters
Social leaders; Change agents; Open-
minded
• Students in leadership roles in campus orgranizations/activities
• Teacher team leaders• Individuals with high
aspirations/goals
Recruitment strategies
• Directly contact/recruit students & teachers identified as having influence
• Ensure opportunities for sharing experiences with others, recognition
Image source: http://farm3.static.flickr.com/2070/2137729430_11b29f9164.jpg
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Adopter Categories
Laggards
Socially isolated;
Avoid risks;
Carefully calculating
• Average or below-average students or teachers
• Individuals with traditional values and methodologies
Recruitment
strategies
• Detailed explanations of risks and benefits
• Risk-reduction strategies (e.g. opportunities to try on non-credit basis)
• Introduce through blended environments
Image source: http://2.bp.blogspot.com/_8f3oOk91HCY/TOFCOIxOgDI/AAAAAAAAHIg/5QEF1bzk8A8/s400/searching-for-info.jpg
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Reaching Critical Mass
Clear advantages(Demonstrate that online learning offers advantages of convenience,
flexibility, individualization, and meaningful learning.)
Compatible (User-friendly)(Online learning should make use of
existing technologies and skills; avaliable courses diverse to meet
needs of variety of users.)
Trialability(Opportunities should be provided to take part in abbreviated courses or blended learning opportunities
that allow users to experience online learning in risk-free settings.)
Observability(Publicize the positive experiences
of early adopters, including assessments of courses,
experiences with tools, and comparisons to in-person learning.)
Critical Attributes for Reaching Critical
Mass
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Strategies for DiffusionDe-centralized
approach: Course offerings, format
determined by district administration, course
instructors.
Diffusion via teacher and student peer
networks.
Modification/adaptation of courses to meet needs of teachers, students, district.
Innovations based upon teacher and user
(student) input and experimentation.
Assessment of course offerings/formats based
upon needs of users.
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Change Agents
District curriculum and
technology departments;
course instructors
(course development;
technical needs)
District communications department
(publicity; gathering
feedback data; facilitate
communication)
Early adopters (Teachers and
students--recruitment; assessment)
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Strategies for Achieving Critical MassGive alternatives
(Offer blended courses as
transistional experiences for
reluctant adopters.)
Publicize (Share positive teaching
and learning experiences,
classroom effects)
Offer incentives (continuing
education credit, stipends, work
days out of classroom)
Solicit "champions"
(District/campus leaders as leaders,
participants, proponents)
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Why Teach & Learn Online?
Engage
reluctant
learners
Image source: http://www.flickr.com/photos/15267290@N03/2083329049/sizes/z/in/photostream/
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Why Teach & Learn Online?
Flexibilit
y
Image source: http://www.flickr.com/photos/duketip/5428587298/sizes/l/in/photostream/
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Why Teach & Learn Online?
Collaborative
Image source: http://www.flickr.com/photos/fncll/145149313/sizes/l/in/photostream/
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Why Teach & Learn Online?
Accommodat
es multiple
learning
styles
Image source: http://www.flickr.com/photos/ksmf/4895263694/sizes/l/in/photostream/
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Why Teach & Learn Online?
Cost-
effective
Image source: http://www.flickr.com/photos/dborman2/3258378233/sizes/l/in/photostream/
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Why Teach & Learn Online?
Supports 21st
century skills
Image source: http://www.flickr.com/photos/9948354@N08/763399258/sizes/l/in/photostream/
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References