Instructional design project

Training course “E-learning in schools”

Background of the project

The University of Tartu is the partner of Socrates Leonardo project “Vocational Training in e-learning for teachers
based on complete e-learning platform” (eTeacher) coordinated by the University of Science and Technology in Krakow.
The project is designed to last for 18 months.
The aim of the eTeacher project is to create e-learning course for teachers on the subject of e-learning. The course will
provide tools and solutions with regards to course design. The idea of this course has arisen in response to the growing
demand for highly qualified teachers not only using IT (computer, Internet, software) as a supporting tool for classes, but
also able to prepare professional materials based on e-learning methodology. The position is to encourage teachers of
primary and secondary schools to apply innovative tools and methods in the educational process.

In order to identify the computer literacy and skills of the target group (teachers) a questionnaire was hold in the partner
countries (Poland, Estonia, UK). It will therefore enable to create individual courses for the target group and to adjust the
modules to the specific needs. The outcome will provide a base for methodology development, taking into the
consideration professional competencies, specialization and educational background of the teachers group.

Multilingual versions (Polish, English, Estonian) are foreseen and the content will not only be translated but also
customized to the local culture (e.g. experiments and examples).

The distribution of the courses will employ CDs and Internet so that the courses would be accessible also for those unable
to use the e-learning platform (eg. in the regions where innovative IT are rare).

What is more, e-platform and computer based training materials will allow to decrease the costs of training for the target
group of professional teachers as well as adjust the pace of work to the individual needs.

Also the guide for tutors and learners will be prepared, covering the relevant languages as an essential part of e-learning
course. The emphasis will be placed on the material courses to keep up with SCORM standard so that the content is
easily scalable and can be exploited for different purposes. At the moment SCORM is the most reliable and well-known
standard model and is based on the Learning Object and Learning Object Metadata idea.

Introduction to instructional design

Course development is the process which translates academic ideas into a prototype course, ready for handover to the
producers (Rumble, 1992). Instructional design is concerned with understanding and improving the teaching/learning
process. It is often a systematic process where principles of learning and instruction are translated into plans for
instructional materials, activities and evaluation of all instruction (Reushle, 1995).

The instructional design of the eTeacher project training course “E-learning in schools” will take place according to
the ADDIE instructional deign model which stands for Analysis, Design, Development, Implementation, and Evaluation
(Dick, Carey, 1996; Kruse, n.d). During analysis the designer develops a clear understanding of the "gaps" between the
desired outcomes or behaviors and the audience's existing knowledge and skills. The design phase develops specific
learning objectives, assessment instruments, exercises and content. The actual creation of learning materials is
completed in the development phase. During implementation these materials are delivered to the student group. After
delivery the effectiveness of the training materials is evaluated.
I Analysis
1. Need for instruction

There is a strong need for simple, transparent and accessible course for teachers/trainers focusing on e-learning
methodology and technology. It especially concerns primary and secondary school teachers where the disparity between
skills and expectations of pupils and abilities of the teachers is considerable. What is more, middle-aged teachers have
less opportunities to improve their professional skills as most of the training offers is targeted at young researchers and
teachers (scholarships, training programmes etc). However ITC literacy among teachers has increased (exploitation of
Internet, internet browsers, software) there is a growing demand for further and more advanced technological solutions for
educational purposes. Such training is consistent with the latest trends in teaching and will improve both access to and
quality of training.

2. Course goals and expected impact

The aims of the course are to:

 introduce the learners to the main issues and concepts underlying e-learning
 help the learners to identify areas of application of e-learning in their own educational context
 offer the learners a systematic guidance on how to plan and design an e-learning course
 encourage the learners to use online technologies for effective communication
 recommend strategies for online tutoring
 teach the learners how to use open source software to develop teaching materials and to organize the teaching-
learning experience in the VLE (eg Moodle)
 enable the learners to put their learning into practice

On the completion of the course learners will have developed:

 ability to use the positive aspects of e-learning to the benefit of their own educational context
 theoretical and practical skills in planning, developing and incorporating teaching materials into the Moodle
platform
 skills in handling the software available on the platform to organize and manage communication between learners

3. Target group analysis

The project is aimed particularly at teachers, focusing on primary and secondary level of education, where the disparity
between skills and expectations of pupils and abilities of the teachers is considerable. Although teachers widely use ITC in
various areas of their work, there is a recognized lack of knowledge and skills on e-learning system based on ICT -
literacy. The course will provide useful mechanism of exploitation of e-learning in every day teachers´ practice which will
significantly improve the quality of educational material. The e-Teacher project is clearly designed to equip teachers with
state-of-the-art tools and new pedagogical solutions, such as e-learning platform, learning content management systems
(LCMS) and the like. What is more, the teachers will be able to exploit the knowledge during their professional practice.
The project also focuses on middle-aged teachers who have less opportunity to improve their professional skills during
their career. It has been recognized that the training programmes are mostly targeted at young researchers and teachers
(scholarships, training programmes etc) whereas the need for vocational training is especially demonstrated amongst the
older generations. Particularly the project will prove useful for foreign languages teachers, trainers and instructors of
courses additional to school practice, school head teachers, methodologists aiming at implementation of e-learning and
teachers with poor access to residential vocational training courses (e.g. disabled teacher or those living in remote). The
project will also target unemployed teachers seeking to improve their qualifications on the labour market. They can be
approached through the local administrative or governmental bodies involved in the dissemination of the project.
 In order to better understand target group needs, we must consider their age, education, background, motivation,
computer literacy and skills etc. For target group analyses the electronic questionnaire was held in each partner country.
Look at questionnaire in Estonia http://www.eformular.com/marandi/eteacher.html and the survey results report
at http://lepo.it.da.ut.ee./~triinm/summer_school/SurveyReport.pdf.

Estimated annual student numbers

The Distance Education Study Centre of Poland will be able to offer the course to 60-70 students each year (in two
sessions, each about 30-35 learners). They also plan to involve the local authorities responsible for education and
vocational training in different regions of Poland. DESC's role in this case will be to train the educators willing to offer the
course in their institutions. In Estonia and in UK the estimated student number is 40- 50 per year.

4. Content analysis

According to the open answered questions of survey participants of the training course expect to obtain both theoretical
knowledge and practical skills how to use different ICT possibilities in teaching and how to design, implement and run the
e-learning course.

The outline of the content:

 What is e-learning (according to the results of questionnaire the understanding of teachers is quite different)
 E-learning positive and negative aspects for learners and teachers
 Different models of teaching – fully online course, blended learning course, using only few ICT possibilities
 Instructional design of e-courses
 E-learning possibilities (ICT tools, LMS-s, media applications)
 Use of educational software, web pages and learning programs in teaching
 E-learning methods (including examples of various subject areas)
 Principles for designing online text and visualization of materials (including examples of various subject areas)
 Technical skills
o Creating the web pages (Netscape Composer or other free html editor)
o Creating computer-based tests with program Hot Potatoes (http://web.uvic.ca/hrd/halfbaked)
o Creating surveys with eFormular (http://www.eformular.com)
o Principles of online course technical design in one LMS which is most widespread among schools in
appropriate country
o Technical design of e-course in one LMS

II Design
1. Specific goals and content outline (modules descriptions)

Module 1: e-learning – main issues

On the completion of this module learners will be able to:
 demonstrate understanding of key theories and issues underlying e-learning
 identify the areas of application of e-learning in their own educational context
 use online technologies to communicate with the tutor and study peers
Content of the module 1
 What is e-learning
 Learning theories and e-learning
 E-learning positive and negative aspects for learners and teachers

Different models of teaching
 What are the critical elements of e-learning strategy in relation to schools?
  How effective has e-learning been?
 The future of e-learning

Module 2: Instructional design of e-learning courses

On the completion of this module learners are expected to have developed:
 an understanding of various factors that have to be taken into account while designing for e-learning
 theoretical and practical skills in designing and managing the online learning experience
 an awareness of the potential of CMC for the education at secondary level
Content of the module 2
 Front end analyse (needs, target group and content analyse)
 E-learning possibilities (media selection)
 E-learning methods (including examples of various subject areas)
 Principles for designing online text and visualization of materials

Module 3: Technical aspects of e-learning

On completion of this module learners will be able to:
 demonstrate basic knowledge on LMS and LCMS systems, content creation tools
 develop and incorporate teaching materials into the Moodle platform
 handle the software available on the platform to organize and manage communication between learners
Content of the module 3
 Introduction: LMS vs. LCMS; tools for content creation, LO-learning objects
 Creating the web pages (Netscape Composer or other html editor)
 Creating computer-based tests with program Hot Potatoes
 Creating surveys with eFormular
 Principles of online course technical design using Moodle platform

All these tools are not obligatory to complete, but participants can choose for example 1-2 what they need.

Modules 1 and 2 are rooted in a socio-constructivist learning theory providing many opportunities for discourse and
appointing a variety of activities to be worked on in a collaborative way. Module 3 instead should be rooted in our opinion
in behaviorist learning theory since the goal for the learners is to acquire some basic technical skills in developing teaching
materials to be delivered through the VLE. Trial and error approach will result in learners mastering the required skills.

2. Selection of media

PRIVATEMedia Attributes Argumentation of selection

The training course will be delivered fully
online. No face to face meetings are
planned. Course will be delivered in web-
based learning environment (WebCT,
Moodle or other) which include course
WWW
content, communication, assessment and
LMS
study tools. There are no any printed
materials.
According to questionnaire the majority of
teachers have internet access easily available
or they could get access if necessary.
Web-based learning will give enough flexibility
(it is important for adult learners who are very
engaged with other tasks).
Online learning enhances the possibility to have
participants all over the country in the same
learning group (no need for travelling).

Audio introduction hopefully helps to enhance

Audio introduction of training course in
WWW learners’ motivation at the beginning of course.
LMS (welcome, objectives, content
Audio This also demonstrates to learners the
overview, expected outcomes).
possibility to integrate audio in learning
environment.
There are two main reasons for the Moodle platform to be chosen by Polish part as the course delivery medium. Firstly, this
platform encompasses a wide range of tools that foster communication and collaborative learning. Secondly, it is an Open
Source software and may be downloaded and installed for free in Polish schools- it means that teachers will get familiarized
with the technology which they can afford.

One of the project priorities is to make the course accessible to a wide audience, including also those teachers who struggle
with time constraints or lack technology such as powerful PCs or constant Internet connection (Internet access in Poland is
not so good as it is in Estonia). Therefore, the multimedia used for the provision of content shouldn’t be sophisticated, rather
the simplest technology to accomplish the goal. Moreover, the teachers with limited access to the Internet should be
provided with a CD ROM version of electronic materials available via the VLE. This, in conjunction with the asynchronicity
of communication will considerably reduce the time spent online by the learners.

Readings, such as articles, books chapters and/or conference papers should be provided to learners in print, however,
because of limited budgets, it is for each country to decide.

If we will use audio or video files they should be with quite small capacity as the participants have quite slow internet
connection speed. If we will use assignments where learners have to analyse video clips we have to give alternative
assignment for learners who can’t see videos in their computers.
One of the critical factors in the process of media selection was the ability of the technology to support human interaction.
In a socio-constructivist learning environment the emphasis is put on continuous discourse and collaboration among
learners and between learners and tutors. Text-based computer conferencing was chosen to support human interaction in
the course. Time-delayed forum and messaging will be the main tools to foster discussion, reflection and group work. The
asynchronicity inherent in those tools will give the teachers freedom from time and place constraints. Moreover, the time
spent online can be considerably reduced if contributions are edited offline. Both features are very important in the context
of limited resources of the target group.

3. Course length and workload

The training course will be equivalent to 120 hours of study time divided in 12 week blocks. The amount of teaching-
learning hours was estimated for the course to be worth 4 ECTS points (1 ECTS = 30 study hours).

Each module last over a certain period an average of 10 hours of study per week. A 120 hour workload of the course
consists, on average, of:

 20 hours for studying the materials

 50 hours of active participation in pair work and group discussions
 50 hours for preparing the assignments

The pace of study is scheduled by week blocks. However, within the weeks the learners have a great deal of flexibility as
far as the progress through the content is concerned. The learners can decide about the sequence of the material they
study. They can also choose which learning activities to complete and when and with whom to interact.

4. Teaching and learning strategies

Materials
It is good to originate from Derek Rowntree's (1999) suggestion: "Don't overload the content! Don't include everything you
know about the subject". Learners need to know content no more than to attain acceptable learning objectives.
 Concrete and simple, suitable for independent learning
 The amount of the study materials should be 100 -120 pages (during the 1 hour we work through the 3 pages of
text, so the total time for reading study materials is 40 hours which is ½ out of the total work during the course)
 In the beginning of each chapter there should be the aims of the chapter and introduction (enormous respondents
agree that they learn better when they get to see the “bigger picture” of the subject first)
  Study materials should include the examples from different subjects because a very wide range of subjects is
represented among the participants
 Study materials and examples should be appropriate for teachers teaching at different school levels
 Learning materials should include pictures, figures, animations or audio and video clips if possible (visualization is
very important!)
 Important parts/definitions/key words are emphasized with different colour or bold
 Study materials must be easily printable because more than half of teachers like to print materials out and read
them away form the computer (in WebCT there is the Compile tool)
 Self tests will be provided and learners can check if they have understand the materials or not

Communication
 All the communication connected with the course should take place inside the course environment (no
requirement to use ordinary e-mail account because some teachers do not have their e-mail account)
 Both asynchronous and synchronous communication tools should be used
 Asynchronous forum is the essential communication tool and also the tool for submitting the assignments
 Synchronous chat may be used for group discussions
 Telephone may be used for guiding and problem solving purposes
 Videoconferencing is not possible to use because majority part of teachers do not have access to
videoconferencing facilities

Activities
Effective online education depends upon not only increased access to more resources and information, but also upon
learning experiences which are appropriately structured and facilitated by educators (Joy Pitt, Clark; 2001). Educators
must be able to choose an instructional strategy that is most effective for accomplishing a particular educational objective.

The aim is that training course participants will achieve a number of practical experiences during the training course. So, it
is important to simulate realistic environment and situations and complete the practical tasks.

All participants are adult people, so we have to consider andragogical approaches and the instruction needs to focus
more on the process and less on the content being taught. Strategies such as sharing experiences, role playing,
simulations and self-evaluation are most useful.
 learning activities should be with short workload for learners
 the instructions for assignments should be clear and precise and should consist the following information:
o the topic of the assignment;
o description of the task;
o recommendations for the process;
o references;
o the length;
o submission date;
o where to submit;
o Assessment criteria.
 in Estonian and Poland group the activities should encourage the teachers to share their teaching experiences
(these groups include more experienced teachers)
 teachers like the activities which have the concrete result (for example online test they can use in their teaching)
 more acceptable learning activities are the following:
o discussions
o reflection
o solving the problems
o role play
o case study
o practical tasks (for example searching and creating the materials for e-learning which are usable in
practice)
o getting feedback from fellow learners
5. Study schedule

Week Topic Learning activities

Introduction to Get acquainted with study guide and study schedule. Tutors and participants will
the course introduce themselves. Possible activities:
 Participants have to create their personal homepage in the course with the
certain information (name, school, subject area, experiences with teaching and
e-learning, favourite links in web, hobbies) and add their picture to the
1 homepage. The instructions how to create homepage will be added to the
course.
 Participants have to post to the forum their expectations toward the training
course.
Self-introduction is not the part of assessment, but it is the requirement for
successful completion of the course.
Module 1
Assignment 1. Reflection
The purpose of reflective activity is to increase understanding from the topic, provide
What is e-
learners with an opportunity to reflect on the learning and place their understandings in
learning
context with their past, present and future practice. Reflection is the process of thinking
about experiences and attributing meaning to them (Eyler et al., 1996).
E-learning
Reflection is based on an examination of study materials and learners ability to draw
positive and
upon critical experiences from their prior teaching. Every learner has experiences that
2-3 negative aspects
influence his or her understanding of the topic. Those unique experiences are the
foundation for learning, providing opportunities for personal connections with new
Learning theories
content. In order to share their reflections with fellows, learners first must be clear about
and e-learning
their own concepts and understandings (Andrusyszyn, Davie, 1995).
The models of
Possible topic for reflection: What kind of problems can we solve with the help of e-
teaching
learning?

Module 2 Assignment 2. Case study or problem solving (group work)

Instructional The whole learning group is divided into smaller groups (4-6 members in each group).
design of e- The task is to explore, analyse and evaluate one online course or description of
courses problem. Each group can discuss the topic in private forum and have to present their
work to other groups (in main forum).

The tutors will give the feedback to the groups work.

Remark: in Estonia is reasonable to let learners analyse Moodle course and IVA course
(IVA is an open source LMS created in Tallinn University) as Estonian schools can use
these two LMSs.
4-6
Assignment 3. Discussion
Asynchronous online discussion - Learners have to read the learning materials and
then discuss, extrapolate upon, and critique key issues as they defend, refine or modify
their positions and understanding. Individual learning takes place through the social
construction and sharing of understandings. It is very positive if learners, who have
some experiences in teaching, will share their cognition with fellow learners.
Each posting will be read by all learners and tutor involved in the course. Each learner
is expected to make meaningful comments and observations of the postings. This type
of electronic support system will allow asynchronous interactions within the group to
lead to the sharing of ideas and experiences with each another. Personal experiences
are the most memorable and instructive, but learners can also profit greatly from
hearing stories describing the experiences of others (Jona, 2000).
 Possible topics for discussions: how to activate and motivate learners, drop-out from
the course – the possible reasons and who is responsible

Module 3
Assignment 4. Practical tasks
Introduction: LMS
vs. LCMS; tools Learning by doing is one of the best learning strategies giving practical skills for
for content learners’ future work.
creation, LO-
learning objects
Possible practical tasks:
Creating the web  Creating the 2-3 web pages (Netscape Composer or other html editor) and
7-9 publishing them in the web
pages
 Creating 2-3 computer-based tests with Hot Potatoes program and publish
Creating them in the web
computer-based  Creating surveys with eFormular
tests
All these tasks are not obligatory to complete. Participants can choose for example 2
Creating tasks out of 3.
electronic
surveys

Technical design Assignment 5. Designing partly the own e-course

of e-course
(WebCT, Moodle Each participant get the environment of own course in one LMS (in Estonia Moodle or
10-11
or other) IVA) and practice the technical design of the course. Course should include the
syllabus, 2-3 chapters study materials, self-test, quiz, assignments instructions,
communication tools.
12 Conclusions Feedback to the course (anonymous electronic questionnaire).

III Development
1. Interface Design
Interface design depends on the LMS we are going to use for the running of course. The University of Tartu would like to
use WebCT. Question: Is it allowed that each partner use different LMS or should we use the same LMS? As we
understood in Estonia, course will be delivered separately in each country and in different languages.
 Upper banner - the name of the course and thematic picture (design is similar to the project website design
http://www.e-teacher.org)
 Lower banner - project name and EU logo
 Appropriate colour scheme (menu, homepage, organizer page - background colour, text, font etc)
 Icons for links (in the case the LMS allows to use icons)
 Icons integrated in text (example, thinking activity, web link, conclusion)
Design of templates for HTML-pages

2. Structure of the course

 Upper banner - course name, credit points
 Upper textblock No. 1, short annotation of the course
 Upper textblock No. 2, messages for students, descriptions of assignments for the week
 Links to the tools and pages (icons + text)
o Start here (study guide) - single html-page and:
  hello to the students (text plus video or audio file with welcome message)
 information about the project
 information about content developers
 information about the training course (aims, content, time needed for studying)
 course requirements (accreditation criteria – what students must do for getting the certificate)
 tutor(s) information
 technical support and requirements (computer, internet connection, software)
o Study Schedule - single html-page linking the student with study materials and learning process. It sets
out the time line during which the student is expected to master the content topic materials and participate
in various forms of activities and assessment. The information is put into the table with the following
columns:
 period of the course (week by week)
 topics - links to the learning materials
 learning activities – information about activities students should complete in the each time period
and assignments, evaluation criteria
 assessment information (descriptions of the assignments and evaluation criteria)
o Learning materials - content module
 Texts - html-files (text in interaction with other media: pictures, animations, videos, audio files)
- at the top of each lesson is a short introduction, aims
- thinking activities, examples and hyperlinks to the web integrated in the text
- at the end of lesson short summary and assignment for assessment
o Forum
 Main forum - for news and questions
 Forum for self-introduction
 Thematic forums for different assignments
 Forums for group work
 Forum for technical problems
 Informal forum for students
o Mailbox - for asynchronous private communication
o Guide how to use LMS
o Other tools
 Homepages of students – students have possibility to introduce themselves and add their
picture
 Chat room - for synchronous communication
 Grades
Lower textblock – short description of icons/links of the homepage

3. Development of the content

Project partners will establish a data base of learning objects which can be used by each country as they see fit within
their own course structure. This would put the claims for SCORM compliance to the test since we would be bringing in
modules from three different platforms. We have a core set of learning objects and then each country builds up from a
range of options.

Multilingual versions (Polish, English, Estonian) are foreseen and the content will not only be translated but also
customized to the local culture (e.g. experiments and examples). The content can be localized for the other languages
and moreover, to the culture of the target group in order to assure the quality and maximum impact of the course. English
version of the modules will assure the accessibility and re-use of the content for English - speaking foreigners. The
courses will differ in computer skills, educational background and specialization of the target group. Also the guide for
tutors will be prepared covering the relevant languages. The emphasis will be placed in the material courses on keeping
with the SCORM standard. Each partner will maintain the quality control of the courses under the SCORM standard and
the external evaluator will also be involved in order to assure high quality of the content.

IV Implementation
The course will be operated on e-learning platform provided and managed by each of the partners. The platform allows to
coordinate the course and examine effectiveness of learning process.
The distribution of the course will employ CDs and Internet so that the courses would be accessible also for those unable
to use the e-learning platform (eg. in the regions where innovative IT are rare).

Learners support infrastructure

For learners support Poland need 1 part-time (4 hours daily) tutor on 15-18 learners and 1 part-time ICT specialist on 30-
35 learners. After the completion of the course learners will be able to contact via e-mail a ‘e-learning advisor'- a person
assigned to help teachers in their further activities in the field of e-learning (the person will give ca. 4 hours weekly to
respond to learners queries).

In Estonia we plan to use 2 tutors during the course piloting (40-50 participants) who have the ICT skills. So, we don´t
need ICT specialist separately. The same situation is in UK.

The goals of learner-to-learner interaction are both cognitive and affective (Tait 2000). The cognitive goals include: sharing
ideas, negotiating the meaning and examining the issues from different perspectives, whereas the affective goals are to
maintain motivation, foster mutuality and reduce drop-outs.

The goals of learner-to-tutor interaction in the course will differ according to the teaching – learning situation. Tutor will act
as: a facilitator who mediates the course content and provides learners with formative feedback and support, leader who
directs learners’ attention to important issues and asks questions, consultant who answers students’
queries, moderator who manages discussions, participant who belongs to the learning team and finally expert who knows
the right answer.

Activities designed for Modules 1 and 2 will encourage the learners to interact frequently with one another. Each week of
study will include an activity or two to be prepared in a collaborative way. In Module 3 learners will spend most of their time
learning independently – the emphasis will be put on learner-to-content and learner-to-tutor interaction.

The opportunities for learners to contact the tutor won’t be scheduled. However, the learners should not wait longer than
one day for the tutor to respond.

V Evaluation
The aims of evaluation of training course are the following

 to determine, during the piloting stage, defects in instructional materials and strategies design and
implementation;
 to determine if the chosen strategies are appropriate to educational objectives, target group and used
technology;
 to determine if the strategies should be changed or modified in order to be more effective;
 to make right decisions and facilitate the improvement of the course quality on the base of evaluation
information.

The plan is to use summative evaluation and collect the data through qualitative method. At the end of the course learners
will be asked to fill in feedback survey. Survey is composed and will be submitted by students with LMS Survey tool or
with separate web-based survey tool eFormular. The survey consist both multiple-choice questions and open-answer
feedback/comments about
 course content
  learning effectiveness
 use of technology
 quantity and quality of interaction with other students and with tutor
 assignments and tests
 support services
 tutor’s action
 student achievement and attitude
Steps in course evaluation:
1. Identifying and selecting the questions for evaluation
2. Creation of electronic questionnaire
3. Delivering the questionnaire
4. Analysing the results
Analysing collected results after pilot course will help us identify weaknesses in the instructional process. It is equally
important to identify strengths and successes. Results of the evaluation analysis will provide a fundamental from which to
develop the course improvement plan.

The other data source for course evaluation is the observation of learning process by tutors. Observation of learning
process enables us to get acquainted with possible problems in connection with course delivery.

References:
 Andrusyszyn, M. & Davie, L. (1995). Reflection as a design tool in computer mediated education. Paper
presented at Distance Education Conference, Jan. 26, San Antonio, Texas.
 Dick, W., & Carey, L. (1996). The Systematic Design of Instruction (4th Ed.). New York: Haper Collins College
Publishers.
 Eyler, J., Giles, D., Schmiede, A. (1996). A Practitioner´s Guide to Reflection in Service-Learning: Student Voices
and Reflection. [online], http://www.service-learning-colorado.net/uploads/Chapter_7_Reflection.pdf
 Jona , K. (2000). Rethinking the design of online
courses. [online], http://www.ascilite.org.au/conferences/coffs00/papers/kemi_jona_keynote.pdf
 Joy Pitt, T., Clark, A. (2001). Creating powerful online courses using multiple instructional
strategies. [online], http://www.emoderators.com/moderators/pitt.html
 Kruse, K. (n.d). Introduction to Instructional Design and the ADDIE Model. [online], http://www.e-
learningguru.com/articles/art2_1.htm
 Reushle, S. (1995). Design considerations and features in the development of hypermedia courseware. Distance
Education. Vol.16, No.1
 Rowntree, D. (1990). Teaching through Self-instruction. How to develop Open Learning Materials. Kogan Page,
London.
 Rumble, G. (1992). Organizing and controlling. Ch. IV in The Management of Distance Learning Systems,
UNESCO, International Institute for Educational Planning, Paris.
[online], http://www.usq.edu.au/material/resource/kemp/organizi.htm
 Tait, A. (2000). Planning student support for open and distance, pp 287-299, Open learning 15 (5)