Part+2+-+What+processes+and+strategies+will+be+introduced

= What eLearning processes and strategies will be introduced and why? = (around 1500 words or 350-400 words per section - ADDIE) The following section outlines some of the key processes and strategies required to successfully redevelop the VCE Business Management Unit 1 from its current face-to-face (F2F) delivery mode to a blended form involving both F2F and computer mediation (CM). The nature of this blend will be determined in large part by the course content and whether or not parts of the curriculum are amenable to online delivery.

INSTRUCTIONAL MODEL
Orellana, Hudgins & Simonson ( 2009 ) suggest that before undertaking any analysis or design of an online course a suitable framework needs to be established. The ADDIE instructional model describes a systematic approach to creating instructional systems. It clearly outlines five project phases in a linear progression: Analysis; Design; Development; Implementation and Evaluation ( Culatta 2012 ). The ADDIE model was selected and used below as a means of simply describing the many individual processes and considerations that relate to the course redevelopment. It should be noted that while the ADDIE is a convenient way of describing linear processes, a cyclical or iterative model should later be employed as a more effective means of continuous evaluation and improvement.

Assure:[] Dick and Carey: []

The training program objective is to improve on VCE Business students outcomes by utilising blended learning techniques.

Some notes about **Assessment** (as per existing VCE Unit Study Guide):
 * 1) Must be completed __mainly in class__ (discuss – how it would work in blended)
 * 2) Must be completed within a limited __timeframe__ (discuss - flexibility)
 * 3) Should be a __variety of assessment types__ in order to cater for different learning styles (discuss – equity, individual learner styles)

ANALYSE

 * Who is the Audience (learner characteristics & needs) **
 * Assess the audience; what do they know already
 * Grade 11 Students living in Australia
 * Interest in Business/ History of Business subjects
 * Include subject specifications…
 * Control the pace of learning
 * Unit 1 (3 topics) over a period of 10 weeks
 * Ability to test progress and get regular feedback
 * Formative assessments minimum once a week. Possibility of one formative per class.
 * Summative assessments – three throughout the term (one per unit)


 * Current learning outcomes **
 * Are there new behavioral outcomes?
 * What types of learning constraints exist?


 * Delivery options (student = S, teacher = T, content = C) **



Develop relationships Hidden curriculum of developing the individual in social circles Interpersonal skills Development of strong bonds and friendship Study shows that participants interacting F2F instead of CMC form a more positive impression of their partner (Okdie et al. 2011, p. 153) || People want change: New expectations are also being formed everyday by the students, parents, teachers, schools and communities in regards to educational opportunities (Collis 1998, p.373). || Convenient, user-friendly, comfortable and secure (Campos et al. 2001, pp.1875) Students that remain silent in the classroom feel more comfortable to partake in online discussions. Access deep level thinking and reflection skills. Teachers are able to easily document the level of the student and their participation. || Resistance: faculty members may be hesitant to convert. Labor intensive for staff (Keengwe & Kidd 2010). Technical expertise of the students. Require extended technical support (Norgard & Young 2006, p.107) ||
 * =  ||= **Strengths** ||= **Weaknesses** ||
 * Face to Face (F2F) || Develop a strong sense of community
 * Computer mediated (CM) environments || The future of online learning is a place for virtual teaming and collaboration, learning benefits of a community rich environment.(Bonks et.al 2006, p. 556)

__Behaviourist__: Attributed to the notion that learning occurs when observable behaviour changes occur due to external environmental stimuli (Ally 2004, p. 6; Graham 2010).This observable behaviour will indicate if the student has learned. Using email or chat to allow feedback and ultimately observe the students behaviour regarding the educational materials (Ally 2004, p. 8).
 * Online pedagogical considerations (consult eLearning expert? Project manager)**

__Cognitivist__: The cognitivist theory looks at learning is an internal process, where memory, motivation, thinking and reflection play vital roles (Ally 2004, p.10). These educators prefer to teach with a rich online environment that is designed to cater for different learning styles and allow them to access and use old information. Educators may choose websites with colour, images, sound effects, short videos and interactive games, all designed to facilitate maximum sensations. However, it is important to structure and organize the working area to reduce the possibility of overloading the student (Thorpe 2001, p.133). Tactics to align with such goals include the utilization of headings, setting goals for the student and being careful to match the difficulty of the task to the cognitive level of the learner (Ally 2004, p.11-12).

__Constructivist__: focuses on the student taking responsibility of his/her own learning process (Ally 2004, p. 7). Instead of the knowledge being filtered through the teacher, students are expected to be active learners by interpreting and processing new information (Reushle 2006, p.2). They are the center of their own learning (Huang 2000, p.44). Online learning is a perfect medium to promote this theory as it is able to give the flexibility to the student. The educator is able to provide an online community through discussion groups that encourage collaborative and cooperative learning. The freedom provided allows students to connect their interests to meaningful learning environments. Interactive tools such as online competitions further help these students take control of their learning processes (Ally 2004, p. 18-20).

Revision ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Top
 * <span style="font-family: Arial,Helvetica,sans-serif;">What is the timeline for project completion? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Weeks || <span style="font-family: Arial,Helvetica,sans-serif;">Activity || <span style="font-family: Arial,Helvetica,sans-serif;">Description ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1 || <span style="font-family: Arial,Helvetica,sans-serif;">Analyse ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">Design ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">Develop ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Staff training ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">5-16 || <span style="font-family: Arial,Helvetica,sans-serif;">Implementation ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">17 || <span style="font-family: Arial,Helvetica,sans-serif;">Reflection
 * <span style="font-family: Arial,Helvetica,sans-serif;">Current technical setup & support available?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Current staff expertise and technical proficiency?
 * Require training

<span style="font-family: Arial,Helvetica,sans-serif;">DESIGN

 * <span style="font-family: Arial,Helvetica,sans-serif;">Documentation of the projects instructional, visual, and technical design strategy
 * <span style="font-family: Arial,Helvetica,sans-serif;">Learning outcomes – apply instructional strategies according to the intended behavioural outcomes by domain (cognitive, affective, psychomotor)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create storyboard of course - through powerpoint and upload??? [] Create user interface and user experience
 * Week 1-10
 * Including media used
 * Including the formative assessments and where F2F and CM will take place throughout the coursework.
 * Would this cover the next three points? And cut on words
 * <span style="font-family: Arial,Helvetica,sans-serif;">Prototype creation
 * <span style="font-family: Arial,Helvetica,sans-serif;">UI & graphic design
 * <span style="font-family: Arial,Helvetica,sans-serif;">See Cognitivist paragraph above

Student-to-student interaction will be utilized as it allows students to provide facilitative roles to their peers. Students benefit as they gain a sense of ownership and self-direction over their studies (Reushle 2006, p. 5). In this blended environment student-to-teacher interaction will occurs through a range of mediums. Students are able to get in touch with their teachers through face to face contact, email, chat, audio or video (Anderson 2004, p.47). The student-to-content interaction that will be provided hosts of range of new opportunities. Blended education is able to produce passive forms of education including textbook information and research opportunities. It is also capable of producing more active forms of student-to-content interaction through the availability of virtual laboratories and tutorials (Anderson 2004, p.47). <span style="font-family: Arial,Helvetica,sans-serif;">Top
 * Interactivity level (L2C, L2I, L2L)**

<span style="font-family: Arial,Helvetica,sans-serif;">DEVELOP

 * <span style="font-family: Arial,Helvetica,sans-serif;"><range type="comment" id="77">Courseware (LMS, etc) -
 * <span style="font-family: Arial,Helvetica,sans-serif;">Course content / material (review / base on existing?)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Redevelop Unit Guides (p17)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Learning activities
 * <span style="font-family: Arial,Helvetica,sans-serif;">Staff incentives (staff likely to be drivers of success)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teachers to overcome obstacles (changes in environment and delivery “rules of the game”)
 * Hawkes & Coldeway, Team vs Faculty based development Ch12
 * Scaffolding techniques (Learning contracts, Diagnostic instruments, Reflective components)
 * Problem Based Learning (PBL) – “strategy to achieve interaction” (simulate work enviro)


 * Faculty Development**
 * 3 tier approach (training, mentoring, ongoing support) (Vaill & Testori 2012)


 * Unit Guide Redevelopment**
 * Assessment Guidelines
 * 1 exam, 1 project, 3 quizzes (for example) or less prescriptive - as per existing unit guide
 * Learning Outcomes
 * Link to topics (as per current unit guide)
 * Should be same as the unit delivered in face to face mode
 * “Hidden curriculum” ?
 * Content Guidelines (p18)
 * Readings in text or other written material
 * Videos supplied on CD/DVD or streamed
 * Audio recordings of speeches, presentations on CD or email or streamed
 * Recorded presentations, powerpoint with prerecorded audio
 * Synchronous chats with content experts
 * Instruction/Teaching Guidelines, eg
 * Pace of delivery (p19)
 * Number of emails to students
 * Threaded discussion questions and comments to students
 * Progress reports

<span style="font-family: Arial,Helvetica,sans-serif;">Top

<span style="font-family: Arial,Helvetica,sans-serif;">IMPLEMENT
> "When faculty members realize that these two environments are entirely different, they become frustrated (Franklin & Blankson, 2001) and recognize the need for support programs to enhance their skills in online teaching" [] <span style="font-family: Arial,Helvetica,sans-serif;">Top
 * Enterprise Project Management
 * <span style="font-family: Arial,Helvetica,sans-serif;">Staff Training & PD (training, mentoring, ongoing support)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Student training?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Delivery method and standards (discourse & feedback standards)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gather resources & test online learning environment
 * <span style="font-family: Arial,Helvetica,sans-serif;">Test (internally before making available to students)
 * <span style="font-family: Arial,Helvetica,sans-serif;">test with subject experts, instructional designers, eLearning developers

<span style="font-family: Arial,Helvetica,sans-serif;">EVALUATE
<span style="font-family: Arial,Helvetica,sans-serif;">(Peter & Sonia) <span style="font-family: Arial,Helvetica,sans-serif;">Top
 * <span style="font-family: Arial,Helvetica,sans-serif;">Internal and External course evaluations (eLearning specialist?)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Staff / Student surveys
 * <span style="font-family: Arial,Helvetica,sans-serif;">Revise Training system

=<span style="font-family: Arial,Helvetica,sans-serif;">References =
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Bonk, C. J. & Graham, C. R. (Eds.). (in press). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing 2004
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Greyling, F., Kara, M., Makka, A., & van Niekerk, S. (2008). IT Worked for Us: Online Strategies to Facilitate Learning in Large (Undergraduate) Classes. [Article]. Electronic Journal of e-Learning, 6(3), 179-187
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Orellana, A., Hudgins, T., L, & Simonson, M., R. (2009). The Perfect Online Course - Best Practice for Designing and Teaching. In C. Schlosser & M. Simonson (Eds.), Perspectives in Instructional Technology and Distance Education. Charlotte, NC, USA: Information Age Publishing. Retrieved from []
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Park, J. Y. (2011). Design Education Online: Learning Delivery and Evaluation. [Article]. International Journal of Art & Design Education, 30(2), 176-187.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Transitioning a face to face course to online delivery, [|www.youtube.com/watch?v=Qjg7BeAkXNE]
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Keengwe & Kidd 2010 [] - great article. V. helpful
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">ADDIE, []
 * 9) <span style="font-family: Arial,Helvetica,sans-serif;">GAGNE, Events of Instruction, []
 * 10) <span style="font-family: Arial,Helvetica,sans-serif;">Norgard, C & Young, A 2006, ‘Assessing the quality of online courses from the students’ perspective’, Internet and Higher Education, vol. 9, no. 2, pp. 107-115.
 * 11) <span style="font-family: Arial,Helvetica,sans-serif;">Okdie, B, Guadagno, R, Bernieri, R, Geers, A & Mclarney-Vesotski, A 2011, ‘Getting to know you: Face-to-face versus online interactions’, Computers in Human Behaviour, vol.27, no.1, pp.153-159.
 * 12) <span style="font-family: Arial,Helvetica,sans-serif;">Campos, J, Zucoloto, M, Bonafe, F, Jordani, P & Maroco, J 2011, ‘Reliability and validity of self-reported burnout in college students: A cross randomized comparison of paper-and-pencil vs. online administration’, Computers in Human Behaviour, vol.27, no.5, pp. 1875-1883.
 * 13) <span style="font-family: Arial,Helvetica,sans-serif;">Anderson, T 2004, ‘Towards a theory of online learning’, in Anderson, T & Elloumi, F (edn), Theory and practice of online learning’ Athabasca University, Athabasca, pp. 33-55, Retrieved 4 March 2012, <http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf>
 * 14) <span style="font-family: Arial,Helvetica,sans-serif;">Reushle, S 2006, ‘A framework for designing higher education e-learning environments’, in T Reeves & S Yamashita (eds), Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education 2006, AACE, Chesapeake, Virginia, pp. 1405-12, EdIYLib, retrieved 29 August 2008, <http://www.editlib.org/?fuseaction=Reader.ViewFullText&paper_id=23907>
 * 15) <span style="font-family: Arial,Helvetica,sans-serif;">Graham, G 2010, ‘Behaviorism’, Stanford encyclopedia of philosophy, retrieved 7 April 2012, < http://plato.stanford.edu/entries/behaviorism/>
 * 16) <span style="font-family: Arial,Helvetica,sans-serif;">Thorpe, M 2001, ‘Evaluating the use of learning technologies’, in EJ Burge & M Haughey (eds), Using learning technologies: international perspectives on practice, RoutledgeFalmer, New York, pp. 125-34.
 * 17) <span style="font-family: Arial,Helvetica,sans-serif;">Ally, M 2004, ‘Foundations of educational theory for online learning’, in Anderson, T & Elloumi, F (edn), Theory and practice of online learning’ Athabasca University, Athabasca, pp. 3-25, Retrieved 4 March 2012, <http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf>
 * 18) <span style="font-family: Arial,Helvetica,sans-serif;">Bonk, C, Kim, K-J & Zeng, T 2006, ‘Future directions of blended learning in higher education and workplace learning settings’, in CJ Bonk & CR Graham (eds), The handbook of blended learning: global perspectives, local designs, Pfeiffer, San Francisco, California, pp. 550-67

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<span style="display: block; height: 1px; left: -40px; margin-left: 72pt; overflow: hidden; position: absolute; text-indent: -18pt; top: 128px; width: 1px;"> a. ** __A__ **nalyse – <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> i. Who is the Audience (learner characteristics) <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> ii. Current learning outcomes <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iii. Delivery options <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iv. Online pedagogical considerations (consult eLearning expert? Project mgr) <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> v. Timeframe for project <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> vi. Current technical setup & support available <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> vii. Current staff expertise and technical proficiency <span style="display: block; height: 1px; left: -40px; margin-left: 72pt; overflow: hidden; position: absolute; text-indent: -18pt; top: 128px; width: 1px;"> b. ** __D__ **esign – <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> i. Documentation <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> ii. Learning outcomes <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iii. Create user interface <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iv. UI & graphic design <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> v. Interactivity level <span style="display: block; height: 1px; left: -40px; margin-left: 72pt; overflow: hidden; position: absolute; text-indent: -18pt; top: 128px; width: 1px;"> c. ** __D__ **evelop – <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> i. Course content / material (review existing) <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> ii. Courseware (LMS, etc) <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iii. Staff incentives <span style="display: block; height: 1px; left: -40px; margin-left: 72pt; overflow: hidden; position: absolute; text-indent: -18pt; top: 128px; width: 1px;"> d. ** __I__ **mplement – <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> i. Staff Training & PD (training, mentoring, ongoing support) <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> ii. Student training? <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iii. Delivery method and standards (discourse & feedback standards) <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iv. Gather resources & test online learning environment <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> v. Test (internally before making available to students) <span style="display: block; height: 1px; left: -40px; margin-left: 72pt; overflow: hidden; position: absolute; text-indent: -18pt; top: 128px; width: 1px;"> e. ** __E__ **valuate – <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> i. External evaluations <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> ii. Staff / Student surveys <span style="display: block; height: 1px; left: -40px; margin-left: 108pt; overflow: hidden; position: absolute; text-indent: -108pt; top: 128px; width: 1px;"> iii. Revise Training system <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-indent: -18pt; top: 4145.5px; width: 1px;"> · Teachers to overcome obstacles (changes in environment and delivery “rules of the game”)

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 4521.5px; width: 1px;">3 tier approach (training, mentoring, support)