Too many ideas were coming to my mind as I was trying to write about how I would like my elearning to be, if I had money and time. I decided to take a step back to look at the whole picture first then at the details, similar to looking at the shell and then studying the core. This is what I came up with.

The shell of my elearning unit would be a highly engaging unit achieved through the pedagogical approach I would use. My pedagogical approach would be student-centered, situated in constructivism, where learners make choices in how they acquire their knowledge (Kanuka, 2006).  In an article reviewing conceptualizations of workplace learning, Smith (2003) talks about the importance of the flexible delivery of learning where learners possess some autonomy in how to approach the learning materials and where the instructor plays the role of the facilitator of the learning experience.  In the same context, Tom Kuhlman (2009) differentiates between the push and the pull approach to learning. The push approach would typically provide the information in a linear fashion that might not meet the learner’s needs. On the other hand, the pull approach provides the information to the leaner in such a way to give the choice of pulling the content as needed by the learner.

In addition, my pedagogical approach will allow learners to progress in their learning through social negotiation, learning through their interactions with others (Jonassen, 2009).  Smith (2003) also describes how the social interaction among the learners, in particular in computer-based learning, helps them construct their knowledge.  In her slide presentation, The Future of E-learning is Social Learning, Jane Hart (2009) describes what social learning is about, especially in e-learning environments.  She points out that people go through a good deal of learning by interacting with one another. Today, with the emergence of the new social media tools, educators are able to incorporate social negotiation in the learning experience of their learners. A concept that emerges from social learning is the Personal Learning Environment (PLN).  Stephen Downes (2010) explains in great detail what personal learning environments are. He points out that they create a shift in how learning is viewed. Learning becomes more of managing connections between different sources of knowledge rather than managing learning itself. In a personal learning community, one would learn by immersion in a community and grow through the interaction with that community.  Where is all of this leading to?

The question comes again: How would my elearning look like if I had money and time?  My elearning will be student-centered, where learners create their PLN to construct their knowledge, individually and socially, and where they have access to a repository of resources that facilitates the process for them. In addition, with the luxury of time that I would have, and in line with constructivism, my instructional strategies will be based on project-based and/or problem-based approaches.

As for the core, I would take the time to provide choices for learners in their interaction with the learning environment to cater to their variation in learning styles.   I would also spend money and time on the creation of multimedia.  I would hire an illustrator and an animator for my images and comic strips. I would hire an audiovisual expert to produce high quality video and audio. In order to immerse my learners in authentic learning experiences, I would definitely venture in the creation of 3D learning environments.  The eLearning Coach presents a nice review on the book Learning in 3D, by Karl Kapp and Tony Driscoll.  Last but not least, I would pay careful attention to the design principles. Either by me spending the time or by hiring a web designer, my elearning unit has to have an attractive appeal to it.  Whether in the choice of colors, font, images or layout, my unit will have a nice look and feel.  Of course, the icing on the cake is the formative evaluation.  Money and time will allow me to proceed with a sound formative evaluation, the results of which I will use to improve my unit.

Can you see my unit? What would your approach be like?

References

Jonassen,D. (2009). Reconciling a human cognitive architecture.  In S. Tobias & T.M. Duffy (Eds).  Constructivist Instruction: Success or Failure? (pp.16-17). Routledge/Taylor & Francis Group.

Kanuka, H. (2006). Instructional design and elearning: A discussion of pedagogical content knowledge as a missing construct. E-Journal of Instructional Science and Technology. 9(2).

Smith, P. (2003). Workplace learning and flexible delivery. Review of Educational Research, 73(1), 53-88.

Guest blogger: Suha Tamim is a doctoral student in Instructional Design and Technology. She also holds a Masters degree in Public Health, Concentration Health Behavior and Health Education. She is interested in learning design, constructivism, and learning styles. Few years prior to becoming a doctoral student, Suha worked as an instructor at the university level, teaching students how to design health education materials and how to use them in the field.  She was also involved in training school teachers and health workers on the design of health education materials.  Suha previously discussed integrating text, images, audio, and video into elearning.