In the previous post, I suggested some of the necessary qualities that should be part of the design of E-Learning scenarios in order for them to be effective.
One design element that should be in place is the means to enable skill development and tracking for the learner. This suggests that in order for this to happen, we need to look at learning objectives and assessment in a different light.
Today as in the past, learning objectives are stated at the beginning of a E-Learning course . Usually, if it was higher end thinking skills that we wished to assess in the learner, we used Bloom's Taxonomy or the Revised Bloom's Taxonomy to help compose effective objectives and then a completed assessment was done at the end.
One design element that should be in place is the means to enable skill development and tracking for the learner. This suggests that in order for this to happen, we need to look at learning objectives and assessment in a different light.
Today as in the past, learning objectives are stated at the beginning of a E-Learning course . Usually, if it was higher end thinking skills that we wished to assess in the learner, we used Bloom's Taxonomy or the Revised Bloom's Taxonomy to help compose effective objectives and then a completed assessment was done at the end.
Learning Objectives and Assessment in an Immersive E-Learning Environment
One of the changes to E-Learning is the emergence of immersive E-Learning environments.
When we use scenarios in an immersive E-Learning format, learning objectives may not remain static but instead may evolve as learners progress through the scenario learning experience. They in fact become adaptive. Here is the logic behind this:
When we use scenarios in an immersive E-Learning format, learning objectives may not remain static but instead may evolve as learners progress through the scenario learning experience. They in fact become adaptive. Here is the logic behind this:
" As learners make decisions while progressing through a scenario, they receive immediate feedback concerning their decisions. This I will refer to as 'just-in-time data'. This data not only addresses future decisions made by the learners but also impacts learning objectives forcing them to adapt and evolve to the progression of skill development of the learners. Since skill development is a dynamic process, it also forces learning objectives to be adaptive and agile."
In this, we start to see true individualization of learning. Ruth Clark (2013) had the following to say about scenario based E-Learning:
"Scenario-based e-learning is a pre-planned guided inductive learning environment designed to accelerate expertise in which the learner assumes the role of an actor responding to a work realistic assignment or challenge, which in turn responds to reflect the learner's choices" (Clark, 2013).
As you can see, this process is not a one-way process.
This brings up a reasonable and obvious question:
"How can we possibly measure or assess such a process?"
Next segment--Use of branching scenarios and linkages to novel scenarios.
1 comment:
Great post and informative. i would like to share a Case Study - How Scenarios Enhanced Effectiveness of E-learning Course http://bit.ly/1Duq9OC Hope you find this post useful.
Post a Comment