Designing Asynchronous E-Learning

by Ethan Edwards. T + D. Alexandria: Feb. Vol. 63, Iss. 2; pg. 84, 2 pgs.

Abstract

A primary area of investment in corporate e-learning development is asynchronous learning. While traditional instructional design principles are still central to creating effective e-learning, they are
not sufficient in themselves to create learning in an asynchronous learning environment. Arching over traditional design practices is the need to account for the unique requirements of computer-delivered instruction and interaction through three powerful success factors. Steps on how to design asynchronous learning are: 1. Motivate the learner to learn. 2. Focus on behavioral outcomes. 3. Create meaningful and memorable experiences. The benefits of asynchronous learning often come at the cost of meaningful and memorable learning, though e-learning is often characterized as boring, simplistic, and ineffective. Incorporating these principles into the design of asynchronous e-learning components is a learner-centered (rather than a content-centered) approach to instruction.  [PUBLICATION ABSTRACT]

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Literacy instruction with digital and media technologies: one teacher’s experience of using laptops in his fourth-grade classroom demonstrates successful approaches to teaching with technology.

by: Diane Barone and Todd E. Wright.

Source: The Reading Teacher;62.4 (Dec 2008): p.292(12). (6008 words) From Expanded Academic ASAP.

Abstract

Teachers will be challenged to thoughtfully guide students’ learning within information environments that are richer and more complex than traditional print media, presenting richer and more complex learning opportunities for both themselves and their students. (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1599)

As new literacies that include digital and media technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work (International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005). For instance, teachers may identify with past models of literacy that are paper and pencil bound; however, new conceptions involve continually changing views of reading and writing, particularly with the advent of the Internet (Leu et al., 2004; Warschauer, 2006). These new literacies include innovative text formats (multiple media or hybrid texts; Lemke, 1998), new reader expectations (reading nonlinearly; Warschauer, 2006), and new activities (website publication; Leu et al., 2004). They extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of Internet sources; communication using e-mail, texts, and chats; and the use of word processing programs (International Society for Technology in Education, 2007).  [PUBLICATION ABSTRACT]

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