| University | University of Waikato (UOW) |
| Subject | adult learning |
Description and Critiques of Elearning Resources Assignment
Learning Outcomes: LO1 – Describe and apply principles of adult learning to curriculum design for an e-learning environment.
LO2 – Determine the theory of teaching practice in the electronic environment. Instructions: An in-depth description and critique of:
1. the principles of best practice in eLearning design
2. a website and eLearning resource from a teaching perspective. Describe and Critique the best practices in developing Elearning content. Use the categories below as a guide to describe and critique.
Justify your research with appropriate and relevant links to literature. (APA 7 referencing)
Chunking and sequencing of information
Guidance to learners
Navigational features
Presentation of information
Assessment tools and/or alternative methods to inform learning Describing and Critique a website and eLearning resource (learning objects, multimedia resources, or other educational software) which involves the learner in interaction with the content.
(This will help you in planning for Assignment 3 Part A, B, and C) In your Description and Critique, explore the following categories:
Chunking and sequencing of information
Guidance to learners
Navigational features
Presentation of information
The learner’s interaction (Note: With a designated educational site, you need to consider three types of interaction: student & content, student & lecturer, and student & student. Here is a list of questions you could possibly use:
1. How does the learner interact with the content and learning resources?
2. What sorts of student-content interaction will enable the students to actively engage with the learning resources you will use?
3. What are the forms and purposes of the communication between the learner and the tutor?
4. What sorts of student-tutor interaction will enable the students to learn effectively and receive the guidance they need?
5. What are the forms and purposes of the communication between one learner and another or within the group of learners?
6. What sorts of student-student interaction will enable the students to seek and build meaning from the resources and from each other?
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