“The Most Important Principle For Designing Lively eLearning Is To See eLearning Design Not As Information Design But As Designing An Experience”
– Cathy Moore
Learning design is considered a creative process that occurs within a wider ecosystem of people, processes, systems and places, in which one element is dependent on the others. As these elements change, such as with advanced technologies being made available to teachers, the teacher begins to participate with an iterative process of creating and redesigning programmes, content and learning – this would be done either individually or as a structured group.
During the design process of any learning content, the teacher must consider the needs of the individual and learner group and the context of their learning to decide which digital technologies are most suitable to support this. For VET providers it is considered optimal to introduce learners to a variety of digital tools throughout their academic year that will support, engage all learners to achieve the learning outcomes. It is recommended to integrate a variety of learning approaches – depending on the level and subject(s) – that develops digital literacy through the learning sessions. When introducing a new technology, make sure to allocate sufficient time in advance to fully brief learners in a ‘step-by-step’ process on how to use the specific technology; it is encouraged that this is supplemented with “online activities”.
It is of course necessary to provide ongoing support – again look at developing “online support, either through the VET providers VLE or similar systems. Always prepare written instructions – accessible online, of course – that reiterate what was introduced to allow learners to revise any steps they may have forgotten; it is encouraged that the teacher refers to these resources regularly. Teachers should provide a frequently asked question (FAQ) thread via the VLE or a similar repository where learners can be supported. Supplemental to the FAQ section could be a chat forum providing “peer-to-peer-to-teacher” communication – of course the teacher in this case would be merely the facilitator. It is important for teachers to evaluate the merits of the technology integration, using a reflective approach, at the end of each day/week/month/term, to adapt according to what they have learnt and then progressively add more technology/online components if required.