TOPIC 2: Applying the 9 Events of

Instruction
9 Events of Instruction Face-to-face eLearning
1.  Gaining the learner’s Present a new problem or Reflections,
attention. scenario to grab learner’s scenarios, and
attention speculations are good
springboards to gain
attention. Ask
questions, present
problems, and
sharing of new
situations can
stimulate learners,
thus gaining their
attention.
2.  Informing the learner of Inform the learner about what eLearning
the objectives. they will be able to accomplish courses thus can
and how they will use the define and share
knowledge gained objectives at the very
beginning to make
sure that the
foundation of
learning is well laid.
3.  Stimulating recall of prior Remind learners of related Multi-media can be
learning. information and knowledge they adopted for this –
already have to help them build making sure that the
on previous knowledge and recall process is not
skills. wholly text-driven
and tedious. Chunks
of knowledge can be
recalled and
connected to the next
content.
4.  Presenting the learning Present contents in small chunks It is important to
stimulus. as text and/or images. logically
compartmentalize the
information to avoid
memory overload.

Shorter chunks of
information are better
consumed as well as
retained.

Blend the information

with relief elements
like images, audio, or
 even video elements
to provide and retain
interest.

 
5.  Providing learning Provide examples, case studies, Technical support is
guidance. scenarios to guide learners into critical in online
integrating knowledge in learning. Learning
different contexts. technologies should
be kept simple and
less tedious to learn
that the actual
content. Frequently
Asked Questions
should answer
common questions on
the technologies
used.
6.  Eliciting appropriate Give opportunities for learners eCourses should
performance. to practice their skills. This will continually allow the
confirm their understanding of learner to practice the
new content. newly acquired
behavior, skills, or
knowledge.

·         Interactivities
can be made part of
the eCourse to make
sure that the learners
have the opportunity
to get more involved
with the eContent.

·         The 2D or 3D
diagram can be made
interactive through
simple animation and
text. As the learner
moves the mouse
through different
parts of the diagram,
they pop up and
spring to life.

·         Instead of
simple text
explanations, the
different sections can
be explained through
animations (like fade-

7.  Providing feedback. Immediate feedback is key. Tell Immediate feedback
them whether they are right or on quizzes is easily
wrong and why.
8.  Assessing learner Test the acquisition of
performance. knowledge, as well as, the
competencies gained.
9.   Enhance Retention and Review and synthesize the
Transfer lesson with the learners by
providing more opportunities to checklists, short
practice skills.
in/fade-out) and
audio.
achieved in the LMS.
In case of
assignments requiring
feedback rather than
scores, the trainer
should set a definite
response time and
keep it consistent.
Tests can be easily
integrated into
learning. Although
shuffling is one
feature that benefits
the trainer, he should
have control of test
items by keeping
easy items at the
beginning of the test
and gradually
increase its difficulty
level. This is a time-
tested principle that
should be kept even
with technology.
TVET assessments
are meant to collect
evidence of
competency-based on
a set standard. This
should be followed in
principle even in e-
learning.
Learning re-
enforcements like
videos and audio
clips can be made
available to sustain
training through
elements that align
very well on the
mobile platform and
can be made use of –
even when on the
 move.

TOPIC 1: E-Learning Technologies

In this topic, we will look into the different e-learning technologies. According
to Kapp (2003), choosing the correct software for the correct needs leads to
successful e-learning implementations where the software must satisfy the
needs of the online learner, trainer, and administrative individuals who keep
the learner records.

Furthermore, there are five types of e-learning software used alone or in

combination:

1. Programming Languages
2. Authoring Packages
3. Learning Management Systems
4. Content Management Systems
5. Learning Content Management Systems

Programming Languages
One of the most common programming language used in online learning is
HTML or Hyper Text Mark Up Language. Basically, HTML is a computer
language devised to allow website creation (Shannon, 2012).

Official logo of latest HTML version

One can make an online lesson with HTML but there will be lack of interactive
elements in the lessons. Learning sites make use of programming languages
along with Java, JavaScript, PEARL, or CGI to increase interaction of learner
and software.

However, programming languages may be difficult for an instructor since

these requires programming knowledge. But programming languages
compared to other systems provide a wide range of customization and
flexibility depending on the learner needs.
Authoring Packages
These are packages designed for instructors who do not have programming
experience. These are visually oriented packages where the software performs the
coding. What the instructor will do is place information in the programs such as text,
images, and the like with a mouse. This is similar to WYSIWIG or What You See Is
What You Get programs.

An example of authoring package is Macromedia Dreamweaver mostly used in

building websites.

Macromedia Dreamweaver

However, take note that there are many disadvantages to using authoring packages
since they do not have the ability to have real-time interaction with the learners as
well as performance tracking of progress of students.

Learning Management Systems

A Learning Management System, or LMS, is a "software-based platform
that facilitates the management, delivery, and measurement of an
organization’s corporate e-learning programs (Powell, 2019). It is also
designed to track the performance of a multitude of learners (Kapp, 2003).
There are various LMS such as Moodle, Blackboard, e-College, WebCT, and
many others to choose from. Most of these e-learning platforms have the
capability to track and store user performance along with built in assessment
systems inside the LMS.
 moodle.org

An LMS example would be Moodle. It is a "learning platform designed to

provide educators, administrators and learners with a single robust, secure
and integrated system to create personalised learning environments" (Moodle,
n.d.). 

Registration in courses is also enabled in an LMS, much like an online school

itself. The learners can check their progress, check grades, turn in
assignments, discuss in forums, talk with other students, and other features
depending on the LMS.

Content Management System

A Content Management System, or CMS, is a 'software that helps users
create, manage, and modify content on a website without the need for
specialized technical knowledge' (Kinsta, 2020). A CMS helps the instructors
in cataloging, tracking, and manipulating content used in the online courses.

A CMS is much like a database of content where keywords are assigned and
search capabilities are present so that the instructor can easily find what
she/he is looking for (Kapp, 2003). These are effective in handling a large
number of instructors who focus on developing courses and reusing content
across courses.
 wordpress.org

A famous CMS would be WordPress in which one can write the content in an
interface that looks like Microsoft Word. 

Photo from Kinsta:

TOPIC 1: E-Learning Technologies

Learning Content Management System
A Learning Content Management System, or LCMS, is a system that combines
several types of e-learning software (Kapp, 2003). An LCMS is able to track users,
author content, and store and retrieve content when needed. 

An LCMS can be cost effective when implemented correctly. However, there should
be proper training and instruction to administrators and instructors to be able to carry
out an LCMS effectively.

talentlms.com

An example would be TalentLMS, a cloud-based learning platform for creating online

courses and sharing with remote teams (TalentLMS, n.d.).
TOPIC 2: E-Learning Software
Characteristics
 According to Kapp (2003), there are five characteristics that should be satisfied by e-
Learning software. Each of these characteristics is critical for the success of the
software:

1. Maintainability

The software must be able to be maintained in the long run. Features such as adding
users and deleting old ones, adding content, reusing quizzes, and other similar
features must be maintainable by the instructors and system administrators. In
general, the administrators should be comfortable in the content and software to
ensure and sustain the functionality and quality of the system.

2. Compatibility

The software must be compatible with the current technologies and hardware of its
users and administrators. Using an outdated version may not be compatible anymore.
Using outdated systems like Flash may prove unhelpful once it is not supported
anymore by modern day browsers.

As a guide, you can ask the following questions:

 Do we need to move content from one Learning Management System to another?

 Are we creating content to be placed into many learning management systems?
 Are we going to use the authoring package that comes with the LCMS we purchased?
 Do we need to find employees who can quickly create courses using this software?

3. Usability

This is where user-friendliness comes in. The system should be easy to navigate. It
must have clear instructions and designed so that the users will be able to understand
the interface clearly.

The best way for e-learning software is for it to be simple and straightforward.

4. Modularity

Modularity makes use of knowledge objects which are small pieces of instructional
content. These information can be reused from one course to another through the
integrated system. Through this reusability feature, the learning system can easily be
more efficient by saving time by not repeating content again and again.

5. Accessibility

Accessibility considers that the e-learning software caters to all people as much as
possible by adding visual aids (for example) such as video subtitles and captions.
Widgets can also be installed such as screen readers which reads the words on the
web page -- helpful for the visually impaired.

Accessibility is important as much as removing these technical and physical obstacles

that may cause issues to your course.

TOPIC 3: Considerations for Choosing

eLearning Technologies
With the rise of online classrooms nowadays, one of the primary go-to
technologies is video conferencing through Zoom, Google Meet, or similar
platforms. It would be ideal to see and hear the students in real-time just like
in a classroom, however, there are issues to using solely this approach in the
current situation.

According to Stanford (2020), he posited that bandwidth and immediacy are

the main issues in relying purely on video conferencing as an online teaching
tool.

First, bandwidth is an issue for learners who do not have access to fast, new
computers and reliable internet access. This may also present a divide among
learners who can afford and those who do not which may leave out many
learners to the full experience of the lessons.

Second and last, immediacy refers to real time responses from trainer to
learner. However, online learning should be geared so that learners have
more flexibility by accessing it their own time and pace - which may be its
advantage to traditional face-to-face classroom. Taking this opportunity will
better the way the lessons are being taught in today's situation.

The instructional technologies are divided into four categories or zones in

which we will look into the advantages and disadvantages of each section.
Then we consider these for our teachings to make it more flexible and
accessible to our learners.

TOPIC 3: Considerations for Choosing

eLearning Technologies
Low Immediace, Low Bandwidth

In this section, we look into the green zone at the lower left of the matrix.
With low immediacy and low bandwidth, the technologies fall under common
readings  with text and images. These kinds of assignments are easily shared
to everyone in an organized manner in which the online course can be easily
calibrated for everyone. This can be done in foundational lessons which
require typical studying and understanding of topics.

E-mails, as well as discussion boards, also belong to this section because of

their low demand for bandwidth.

These tools are also commonly practiced in blended learning by means of file
sharing of lesson handouts, email correspondences, and forums for a long
time already. That is why these techniques are tried and tested. However, this
may lack interactivity and engagement compared to other approaches.

TOPIC 3: Considerations for Choosing

eLearning Technologies
High Immediacy, Low Bandwidth

In this section, we look at the blue zone at the lower-right of the matrix.

Collaborative documents involve the use of Google Docs, Sheets, Slide, and
as well as the whole Google Suite including Google Drive. Almost all of the
content can be shared and worked by everyone involved. Most common are
Microsoft Office 365 and its OneDrive features as well where documents are
easily edited similar to Google's features too.

Through this, students are able to collaborate in real-time to write and edit or
work with each other simultaneously or even at their own pace depending on
the needs. 

Additionally, group chat and messaging are applications that can be utilized
for educational purposes. Using applications like Messenger or Google
Hangouts may help trainers and students communicate with each other
without the formalities of setting up a Zoom call too. 

TOPIC 3: Considerations for Choosing

eLearning Technologies
Low Immediacy, High Bandwidth
In this section, we look into the yellow zone at the upper left of the matrix.

These technologies are commonly practiced in universities where professors

record their lectures or demonstrate online by doing screencasts (where
Powerpoint slides are also shown as well as the teacher's voiceover). This is
very similar to emulating a classroom experience unlike just reading pure text
and visuals.

However, this will require the trainer's experience in editing videos which may
pose a challenge too. This also falls under high bandwidth since trainers will
need to upload and the learners to download the videos which will take up a
lot of internet data. The video conferencing tool Zoom can also record slide
narration, but a better option that is free is Screencast-o-Matic.

Combining audio and video greatly helps in understanding concepts and

lessons especially when demonstrating hands-on activities too. This may
prove useful to trainers when visuals or text are not enough to deliver the
lessons successfully.

TOPIC 3: Considerations for Choosing

eLearning Technologies
High Immediacy, High Bandwidth

In this section, we look into the red zone at the upper right of the matrix.

These are tools exclusive to having high bandwidth and high immediacy. Best
examples would be Zoom and Skype which provide real-time interactions as
well as a stable internet connection too.
Videoconferencing may be an effective way to engage with students much
like a real classroom but without the physical proximity. These are useful in
online office hours to feel more connected and avoid miscommunication
through messaging.

However as mentioned in the early part of the lesson, this is very inflexible
and unrealistic given the situations of most of the learners. Relying on this too
much may leave out learners in the course itself.

LESSON 6: Different eLearning

Platforms
 Next: TOPIC 1: Different eLearning Platforms ►

Introduction
According to Piotrowski (2009), eLearning platforms is a computer system
that provides integrated support for the creation, organization, delivery,
communication, collaboration, and assessment activities and resources for
educational implementation.  This definition differentiates an eLearning
platform from other educational computer platforms through its integrated
content creation, resource organization and delivery and participant
communication, collaboration, and assessment features. 

Following this definition, any web-based platform can be used as an

eLearning platform as long as it allows the participants to perform the above-
mentioned activities. 

TOPIC 1: Different eLearning Platforms

For Burns (2014), institutions have four options when choosing an eLearning
platform to employ. These are:

 Learning Management Systems (LMS);

 Social Media and Peer-to-Peer Platforms;
 Online Meeting/ Conference Applications; and
 Two Way Audi-Video Communication Applications.

TOPIC 1: Different eLearning Platforms

Learning Management Systems
As discussed in the previous lesson, a Learning Management System is a
web-based platform that provides education providers and learners a common
area for education implementation. Watch this video to know more about the
benefits of using an LMS.

Common examples of an LMS are: 

 Moodle;
 Blackboard; and
 Canvas.

TOPIC 1: Different eLearning Platforms

Social Media and Peer-to-Peer Platforms
These are Facebook-like platforms used in the context of education and
training. Some institutions prefer to use this over LMS for the following
reasons:

 Cost (Free)
 Less bandwidth extensive
 Serves as an online classroom 
 Familiar and easy to use

An example of this is Edmodo. Watch this video to know more about this
eLearning platform:

TOPIC 1: Different eLearning Platforms

Online Meeting and Conferencing Applications
These online platforms provide institutions the opportunity to virtually simulate
face-to-face discussions and lectures as web conferencing platforms allow
users to share presentations, show videos/ images, and interact via audio-
video or text communication.

While some of these platforms may be available inside the LMS, institutions
who want to get online quickly sometimes opt to use web conferencing
applications such as Skype, Zoom, Google Meet, and Microsoft Teams.

However, using this type of platforms pose challenges on:

 The ability of trainers to conduct engaging online lectures/

demonstrations; 
 The capacity of learners to engage and participate in online
discussions; and
 The capability of the platform to meet certain learning objectives.

Two Way Audio/Video Communication Platforms

This is the use of communication platforms (also used in web conferencing) in
conducting virtual one-on-one training/ mentoring. Doing this increases the
personal presence of the trainer/ facilitator and provides both learners and
trainers the chance to focus on weak points of learning. 
Examples of platforms you can use for this are:

 Skype;
 Google Meet;
 Facebook Messenger; and
 Viber Messenger.

TOPIC 2: Choosing the Right eLearning

Platform
The SECTIONS model by Bates and Poole (2004) is one of the best models
used in decision-making in using technology for teaching and learning.

The SECTIONS model has been widely used across various educational
technology innovations and platforms. It has been used by teachers to make
decisions in the area of digital learning. 

According to William (2019) in his book Teaching in a Digital Age, the

SECTIONS model can be generally applied across various circumstances
such as:

 wide variety of learning contexts;

 decisions at a strategic, institution-wide, and tactical instructional level;
 equal attention to educational and operational issues;
 differences across media and technologies;
 it is easily understandable, practical, and cost-effective; and
 it can accommodate new developments in technology.

Now let's take a closer look at the SECTIONS Model

Photo from stephanycastilla.com

The SECTIONS model stands for:

1. Students
2. Ease of use
 3. Costs
4. Teaching
5. Interactivity
6. Organizational issues
7. Novelty
8. Speed

In this lesson, we are going to look carefully into each criterion of the
SECTIONS model so that we will be able to apply this in our teaching.

TOPIC 2: Choosing the Right eLearning

Platform
Students

For the Students criteria of the SECTIONS model, this includes concerns on
accessibility and the various differences of how students learn.

Consider their demographics

As a teacher, one must take note of the demographics of the learners.
Approaches to learning should vary from one course to another to
accommodate various learner differences. It is also helpful that courses
are developed to accommodate a diver set of learners as well as include
elements that cater to the different learning styles of students.

Is it accessible?
When we talk about access, we look at the technology available for the
students. It does not matter how great the course has been made, or how
much interactive elements and games are included, but if the students
are not able to access in the first place, it may be discriminating against
some of the students. 
 For example, video streaming may be an ideal way to emulate the
classroom lecture experience but consider the bandwidth that the
learners are able to if they have internet access at all and such
considerations. Although students nowadays have their own
smartphones, it is important to consider that mobile data is a commodity
and not affordable to all at a daily basis.

Questions to consider

These are a list of questions that are critical to know your students'
needs. These can provide context about the teacher's decisions in her/his
use of media/technology.
The following are adopted from William's Teaching in a Digital Age
(2019).

1. What is the mandate or policy of your institution, department, or

program with respect to access? How will students who do not
have access to a chosen technology be supported?
2. What are the likely demographics of the students you will be
teaching? How appropriate is the technology you are thinking of
using for these students?
3. If your students are to be taught at least partly off-campus, to
which technologies are they likely to have convenient and
regular access at home or work?
4. If students are to be taught at least partly on campus, what is –
or should be – your or your department’s policy with regard to
students’ access to devices in class?
5. What digital skills do you expect your students to have before
they start the program?
6. If students are expected to provide their own access to
technology, will you be able to provide unique teaching
experiences that will justify the purchase or use of such
technology?
7. What prior approaches to learning are the students likely to
bring to your program? How suitable are such prior approaches
to learning likely to be to the way you need to teach the course?
How could technology be used to cater for student differences in
learning?

TOPIC 2: Choosing the Right eLearning

Platform
Ease of Use
In this criteria, we look into how the technology we will be using from the point
of view of learner and teacher is easy to use. 

The best way to determine if the technology can be used in an education

setting is that if the learner does not have to spend so much time learning how
to use the technology themselves.

Are the learners computer literate?

It is important to know if learners are able to easily use technology with
computers or smartphones. Online learning will require a basic set of
literacy skills such as reading and writing, using some software,
navigating the internet, and use mobile devices. These are skills that
must be required for students to be able to get the most out of the online
class.

What's best is to conduct calibration of these literacies to the learners and

as well as provide an orientation with the new digital education system.

Is the interface user-friendly?

When we that an interface is user-friendly, it means that the design of the
program should be easy to navigate and understand.

The technology must have a familiar interface that learners will easily be
able to smoothly navigate throughout. Or if not, there are tutorials on their
first time on a site for example, or guides along the way so that the
learner will not be overwhelmed by the learning platform.

Is the technology reliable?

It is critical to note how reliable the technology we are using. Various
technical problems and glitches may arise with the software you will be
 using. At best practice, the platform should be tried and tested and used
widely by a lot of people already.

It will also be risky to use very new technologies such as virtual reality
without the technical expertise or guidance of a professional. Despite the
exciting opportunities that new technology may offer, it is always still
advisable to use reliable, tried and tested technology that have already
been free of bugs and glitches and supported by the creators or has an
active community.

TOPIC 2: Choosing the Right eLearning

Platform
Cost

In this criteria, we look into how we should consider the cost of using the
educational media and technologies in online/blended learning.

Let's look at the various expenses that will be incurred in using technology for
teaching.

1. Production costs - These include the management and development

of the learning management system as well as the cost of the staff
such as an instructional designer, multimedia staff, specialist staff, and
web administrators.
2. Time - These include the time of the teacher in developing the
materials, including planning the course designed for online learning.
Remember that cost is not only money but also various resources
used.
3. Copyright - This is with the case of purchasing third party materials. If
developers are not present, this is an ideal way to save time and
resources.
4. Maintenance costs  - These include costs in maintaining the system.
Remember that after developing the system and creating courses, it
 does not end there. Issues will arise such as bugs, registration, and the
like which will need the attention of an active administrator to provide a
solution to these issues.
5. Overhead costs - These include infrastructure costs like the license of
an LMS and similar programs.

TOPIC 2: Choosing the Right eLearning

Platform
Teaching ang media selection

Remember, there is a difference with how we teach to the media we use. It is

important to use the best media possible to deliver course content well. 

This is why it is also essential to work closely with instructional

designers and media professionals as much as possible since they can help
in deciding which media is best intended to deliver the best pedagogical
education,

According to Mayer (2009), there are 12 principles of multimedia design that

can help in identifying how learners cognitively process multimedia.

1. Coherence - Keeping it simple in media.

2. Signaling - Highlight important cues and information.
3. Avoid redundancy - Do not repeat content if it has already been
included.
4. Spatial contiguity - Words and pictures should be near not far from
each other.
5. Temporal contiguity - Present words and pictures simultaneously not
successively.
6. Segmenting - Do not put long information or long videos. Keep it short
and paced well.
7. Pre-training - Discuss main concepts before going into specifics.
8. Modality - Graphics and narration are better than animation and on-
screen text. Reinforce media well.
 9. Multimedia - Words and pictures are better than words only.
10. Personalization - Make it conversational. Multimedia is made with a
human voice compared to a formal style of a textbook.
11. Voice - Narration should be friendly and human and not machine-like.
12. No image -  There is no difference when a speaker's image is shown
to the screen.

TOPIC 2: Choosing the Right eLearning

Platform
Interaction

Interaction is important to maintain active learning and studying.

Let's look at the different ways learners interact when studying according to
Moore (1989):

Interaction with learning materials

This is the interaction when students work on a media without the
instructor or classmates, such as interacting the LMS, a video, or reading
content. This method can be reflective since this focuses on self-learning
with its own pacing and process.

Assessments in digital format also become interaction when the books for
example contain activities such as formative assessments. This is a
minimal way to provide interaction through the learning materials while
still keeping it essential and active.

Interaction between students and teacher

These kinds of interactions are essential to develop human connection in
educational settings. Teachers provide synthesis and pose questions for
 students to think about. This is important in the academic setting where
conversations are essential in discussing topics.

On another hand, the presence of discussion forums in digital spaces

may replicate face-to-face interactions between teacher and learner.

Interaction between student to student

In online learning, these kinds of interactions may prove useful in working
together on a group for a group project. It can also be helpful when
working together such as sharing notes for assessments and talking
about the concepts to gain better understanding.

TOPIC 2: Choosing the Right eLearning

Platform
Organizational issues

In this criteria, we look at the different issues that organizations may face.
Commonly these are how institutions structure teaching activities, how
instructional and technology services are already in place, or the support for
media and technology use that the institution provides (Bates, 2019).

Does the institution already have professional support

for media and technology?
This is one of the main questions the institution must ask themselves.
Simply having one IT staff to administer the whole system may prove to
be difficult and burdensome for the IT staff since most e-learning
platforms require the use of the different staff discussed in the previous
topics. These include instructional designers, media designers, and
support staff to maintain the system.
 There will be a need to reorganize and restructure not just the courses
but the way teaching is delivered and technology is used to be able to
effectively and efficiently utilize these for education.

Why are professionals important?

These professionals mentioned have expertise in media for teaching and
learning. Since teachers are mostly trained for face-to-face and traditional
classroom setups, it will be hard for them to shift to become multimedia
staff immediately or an all-in-one since this will put the toll in the efficient
use of resources.

Remember professionals understand technology to be used.

They can help in developing better products faster
compared to adjusting the whole organization.

Working in collaboration is an essential aspect in utilizing

technologies since one professional will be
interdependent upon other staff,

Instructional designers and media developers are familiar

with the budget for the production, resources, as well as
making well use of time in creating content.

This does not mean that teachers will be unhelpful. But rather, having
professionals will surely benefit the betterment of online learning.

TOPIC 2: Choosing the Right eLearning

Platform
Networking
According to Bates (2019), the main question in this criteria to consider in
selecting media is:

 How important is it to enable learners to network beyond a course, with

others such as subject specialists, professionals in the field, and
relevant people in the community? 
 Can the course, or student learning, benefit from such external
connections?

If there is a positive answer to this, the use of social media and blogs will
prove useful to the media use.

Social media can help the application of networking in course design. It can
supplement standard learning technologies well through an LMS.

Since an LMS is a closed system where teachers and learners are only
present, there is no interaction with the outside world such as current events.
Using social media to supplement in discussing lessons may prove useful in
improving courses.

TOPIC 2: Choosing the Right eLearning

Platform
Security and Privacy

In this section, we look into the important issue of handling privacy and
security in education in the digital age.

How secure is the platform?

As much as possible, any information and output that learners submit in a
digital platform should be kept safe and only be viewable by the teachers
or in some cases, fellow students. These are private information along
 with their personal data collection that may be put in jeopardy when
various attackers are in action.

There is a need to create a controlled environment to manage privacy

and security. That is why there is a large edge with LMS compared to
using mere social media groups as learning platforms.

Bates (2019) posted these questions for the institution and teachers to
consider when talking about security:

1. What student information am I obliged to keep private and secure?

What are my institution’s policies on this?

2. What is the risk that by using a particular technology my institution’s

policies concerning privacy could easily be breached? Who in my
institution could advise me on this?

3. What areas of teaching and learning, if any, need I keep behind closed
doors, available only to students registered in my course? Which
technologies will best allow me to do this?

LESSON 7: eLearning Modalities

and TVET
Next: TOPIC 1: eLearning Modalities ►

Introduction
For the purpose of this training, we will tackle the three eLearning modes as
indicated in the TESDA Implementing Guidelines for the Implementation of
eLearning Programs. These are online, blended, and blended offline.

We will also discuss how these modalities can be employed in facilitating

Competency-Based Training (CBT).

TOPIC 2: Managing CBT in eLearning

Conducting Online CBT
In this modality, training is primarily conducted through internet-based
platforms. According to Bates (2008), the term online learning is also used to
determine blended learning where the majority but not all of the components
are delivered through the internet.
Looking back at the flowchart previously shown, we can see that learning
activities starting from the self-introduction up to the post-test can be done
online. However, proper planning and preparation should be observed to
ensure the quality of training provision.
TOPIC 2: Managing CBT in eLearning
Conducting Blended CBT
The blended learning modality refers to the combination of online and face-to-face
learning. According to Bates (2008), this modality may take the following forms:

 full classroom load with online activities done beyond school hours;
 one or more class sessions are done online while others are done face-to-face;
 conducting online and face-to-face sessions for a set of straight weeks; and
 face-to-face sessions are conducted in the evening or on weekends while the class days
are dedicated to online sessions.

Above is an example of how blended CBT can be done. Several learning activities are
conducted online and some are conducted face-to-face.

TOPIC 2: Managing CBT in eLearning

Conducting Blended Offline CBT
Similar to blended, this modality makes use of both face-to-face and distance
learning methodologies. However, in blended offline delivery, non-wired
remote learning methodologies such as digitized CBLMs, offline LMS (push
technology), printed manuals, workbooks, and other reference materials are
employed.

In this diagram, the online learning components were replaced with non-wired
remote learning methodologies. This modality is ideal for areas wherein
learners have limited to no access to the internet and other ICT. 

TOPIC 2: Managing CBT in eLearning

Using the TOP Courses for Blended Learning
Currently, the TESDA Online Program (TOP) has eight (8) full qualifications:

 Beauty Care Services (Nail Care) NC II

 Computer Systems Servicing NC II
 Cookery NC II
 Food and Beverage Services NC II
 Food Processing NC II
 Front Office Services NC II
 Housekeeping NC II 
 Massage Therapy NC II

These eLearning materials can be utilized in any eLearning mode you see fit
in your respective institutions. 

LESSON 8: Providing Learner

Support Services in Online
Learning
Next: Scaffolding as a Conceptual Framework in Learner Support
Services ►

Introduction
Jumping from traditional face-to-face education to a virtual distance online
education is a lot harder than it looks. Compared to traditional education
where everything is tangible and fixed– from the brick-and-mortar classroom,
fixed schedule classes, and the physical presence of the peers and teachers,
online education has more freedom and independence. 

Without the regular face-to-face interactions with their peers and teachers,
learners tend to feel more isolated and alienated from the learning
environment and the experience itself. To address challenges, you as an
eLearning facilitator must devise a plan on how you can provide assistance
and support to your learners.

In the Philippines, the provision of support to students is required by the

law. In section 11 of RA 10650 or the Open Distance Law of 2014, it is stated
that any student enrolled in ODL programs under this Act shall have access to
all privileges, opportunities, and entitlements that a student similarly situated
under the conventional system of instruction may have access to, including
the availment of scholarships, grants-in-aid, and loans from the government or
government-administered funding sources.
Furthermore, schools engaged in Open Distance Learning program shall
provide the following 

1. Provide clear admission policies and procedures for applicants;

2. Maintain faculty-student dialogue and interactivity through virtual
classrooms linked electronically or through established learning
centers, or both, whichever may be feasible, to ensure greater
knowledge sharing, access to counseling and other support services;
3. Provide for an efficient and reliable communication system, feedback
mechanism, especially on learners’ academic progress, and
multimedia support;
4. Show evidence of regular monitoring of learners’ progress; and
5. Provide a wide range of relevant, updated, and accessible learning
resources that are easily accessible to students.

In this lesson, you will be learning different learner support mechanisms and
technologies you can utilize in establishing your learner support system.

Scaffolding as a Conceptual Framework in

Learner Support Services
There are three central functions of learner support services for distance
education environment according to Tait (2000) as cited by Brindley and Paul
(2004):

 Cognitive support facilitates learning through the mediation of the

standard and uniform elements of course materials and learning
resources for individual students (i.e counseling, coaching,
assessment, etc.);
 Affective services provide an environment which supports students,
creates communities and enhances self-esteem (i.e study groups, tutor
based groups, etc); and
 Systemic support services establish administrative processes and
information management systems that are effective, transparent, and
student-friendly (i.e. how to register, how to track individual progress,
etc)

These said functions according to Tait is essential to create “...an environment

where students feel at home, where they feel valued, and which they find
manageable”.
In order to provide this type of support, there are three interrelated elements
according to Thorpe (2002) as cited in Ludwig-Harman & Dunlap (2003): 

 Identity: The learner has the opportunity to interact with learner

support services personnel on a one-to-one basis
 Individualization: The interaction that the learner has with learner
support services personnel is individualized, based on the specific
needs and goals of the learner
  Interpersonal interaction: The interaction is mutual and reciprocal,
with learning and performance as goals rather than simply information
delivery.

According to Stacey & Dunlap, these elements can be achieved through the
practice of scaffolding. 

Through scaffolding, learners are provided with more structure during the
early stages of the learning activity. As the learners go through the learning
activities, the responsibility is gradually turned over to them as they
“internalize and master the skills needed to engage in higher cognitive
functioning” (Stacey & Dunlap, 2003; Palincsar, 1986; Rosenshine and
Meister, 1992).

In using scaffolding as a conceptual framework in learner support services,

here are some of the important characteristics (Greenfield, 1984; McLoughlin
and Mitchell, 2000; Wood et al., 1976) you may want to consider in
determining the support services you distance students need (as stated in
Stacey & Dunlap, 2003):

 Provides Structure
 Functions as a tool
 Extends the range of the learner
 Allows the learner to accomplish a task that would otherwise not be
possible
 Helps to ensure the learner’s success
 Motivates the learner
 Reduces learner frustration
 Is used, when needed, to help the learner, and can be removed when
the learner can take on more responsibility

Support Systems
Isolation and alienation has been a challenge of many distance education
systems – not only distance but also time and opportunity isolate learners not
only from their teachers but also from their fellow students (Robertshaw,
2000).

According to Robertshaw, suitably prepared course materials can reduce the

effects of isolation but oftentimes, it is only through interaction with others that
the full understanding occurs. To facilitate interaction, different types of
support groups is essential, which may or may not include a teacher.

Here are some of the support groups identified by Robertshaw (2000):

1. Tutor-based: Student-centered sessions wherein the tutor identifies the

difficulties of each student and addresses them individually. 
 2. Self-Help Groups: Some students may need more opportunities, other
than the formal group sessions, to discuss with others. In these cases,
self-help groups may be organized – a group where the students can
have discussions by themselves.

In another paper written by Kumari (2018), he mentioned another type of

support service which you may use as part of your learner support system:

   Counseling Support – This kind of support includes advising and

helping the learners when they face problems while studying.
According to Kumari, this support has the following objectives:

o To make use of available information about a student to solve

his problems.
o Mutual understanding is developed between the counsellors and
the learners.
o Learners are helped to work out a plan for solving their
difficulties.
o The learners are helped so that they may know their interests,
abilities, aptitudes, and opportunities.
o The learners are encouraged to develop special abilities and
positive attitude among themselves.
o The learners are also assisted in planning for educational and
vocational fields. The learners are also helped to sustain their
motivation in the continuation of their study.

These are just some of the support systems you can use as your reference in
tailoring a learner support system that is best suitable to your students and
the learning environment.

LESSON 9: Technical Support

Mechanisms and Technology Plan
Next: Samples of Technical Support System ►

Introduction
Technical support is essential for both the trainers and the students. For the teachers
technical support is required to ensure that the trainers have the capability and
resources to conduct technology-integrated classes while for students, technical
support is needed to ensure that they have the knowledge and skills required for them
to accomplish their curriculum requirements.

According to Mokhar et al (2007) as cited by Nawaz and Kundi (2010), ICT support

covers resolving hardware problems, implementing software installations and helping
users in common applications of ICTs in eTeaching, eLearning and eEducation.
In a report conducted by Gray et al. on successful eLearning projects, they found out
that the success of the project was often dependent on the skills and quality of
technical support provided to end-users (Gray et al., 2003; Nawaz and Kundi; 2010).
Similarly, researchers Zhao & Bryant emphasized on the need to get technical and
human resource support for continuous technology integration after the training
(Nawaz and Kundi, 2010; Zhao & Bryant, 2006).This includes technical infrastructure
manned by a technical support team with technical talent such web and LMS
administrators, and other IT specialists.

Samples of Technical Support System

1. Faqs
2. How tos
3. Customer sup[port
4. Chatbots

LESSON 9: Technical Support

Mechanisms and Technology
Plan
◄ Previous: Samples of Technical Support SystemExit book ▲

Technology Plan and Infrastructure System

As defined in TESDA Circular no 103 and 104  s. 2019, Technology Plan and
Infrastructure Support System is defined as the technological infrastructure
and maintenance system of the course. It also includes the description of
eLearning delivery modes, learning resources, and activities,
assessment and grading system, student support. More importantly,
it describes how learning resources and technology are utilized
to support the learners as they undergo eLearning.

Technology Plan and Infrastructure Support System includes the following

information:

LESSON 1: Preparing a Study

Guide
Next: Parts of a Study Guide ►

Introduction
Now that you have learned about the technologies you can utilize in delivering
online learning, we will now proceed to the development of your study guide. 

Study guides are used to organize and integrate the learning resources and
learning activities to provide learning scaffolds for learners to develop a deep
understanding of specific topics. (Source: UPOU Faculty Portal).

It is used more specifically to help students navigate your module by providing

the following:

  A commentary/annotation on module topics and learning resources,

highlighting key concepts and the relationships among them;
 A reference to essential as well as supplementary reading materials
and other types of media;
 Study questions for students to reflect on while they read/study each
learning resource; and
 Learning activities for students to develop a deeper understanding of
each topic and learning resource.

 Thus, the study guide helps your students to focus on and integrate what
they should be learning about each topic and from each learning resource,
and use their study time productively. More generally, the study guide helps
them avoid information overload and it helps them develop independent study
skills. (Source: UPOU Portal)

LESSON 2: Conducting
Orientation to eLearning
Next: TOPIC 1: Questions to Answer during the Orientation ►

Introduction
Aside from making sure that the eLearning platform and the facilitator is ready
for program implementation, it is also important that eLearning participants
are provided with relevant information on how sessions are going to be
conducted. Orientations provide learners with the opportunity to familiarize the
learning management system (LMS) and available services and to set their
expections properly (Taylor, J., Dunn, M. and Winn, S., 2015).

TOPIC 1: Questions to Answer during the

Orientation
As an eLearning facilitator, you should always remember that many are still
not familiar with eLearning. For this reason, proper orientation should be
provided before sessions start to avoid hindered participation of eLearning
participants by minimizing learner anxiety and promoting positive attitude and
interaction. Answers to the following questions should be presented and
discussed during the orientation:

1.     Training and Assessment Arrangements

 How will the training be conducted, will it be done full online, blended
online or blended offline?
 If blended online/offline, what activities are included in the face-to-face
sessions and in sessions on the online/offline LMS?
 If blended, where will face-to-face sessions be conducted?
 How will online activities be conducted, will they be done synchronous
or asynchronous?
 When will the program start and end?
 Is there any pre-requisite before learners can participate in the
program?
 How will the assessment be conducted?
 Where will the assessment be conducted?

2.     Technical Arrangements

 What eLearning platform will be used?

 How can the learners get started with the course?
 Will the learners be required to register an account to the LMS?
 Will the learners be provided with account credentials enrolled to the
course?
 How will the learners navigate inside the LMS?
 What are the LMS activities and resources used in the course?
 How will the learners access resources and activities?
 How will the learners post to discussions and submit assignments?
 How will the learners see their grades, instructor feedback and grading
rubrics?

3.     Learner Support System

 If the learner encounter technical problems or difficulty, what should

he/she do?
 Is there a person the learner can contact for assistance?
 What are good practices that can help learners participate in the
eLearning program more effectively?
 What are the competencies required so learners can participate in the
eLearning program more effectively?
 Is there an FAQ page where learners can easily refer to when
experiencing technical difficulties?

4.     Roles, Rights and Responsibilties

  What are the roles of the learners?
 What are the roles of the eLearning facilitators?
 Is there a Code of Conduct the learners should observe?
 What are the rights of the students while undergoing the training
program?

TOPIC 2: Ways to Conduct Orientation to

eLearning
In order to effectively relay the important information during the orientation, you
should also look into how it will be delivered. The study conducted by Scagnoli
(2001) showed three main strategies in conducting orientations for online programs –
face-to-face, online, and combined/ blended.

METHODS ADVANTAGES DISADVANTAGES

Face-to-Face  Provides learners with face-to-face  Requires the
facilitated hands-on training on the traditional logistics
eLearning platform and other and cost of
technologies to be used. conducting face-to-
face orientation
 Provides eLearning facilitators and (venue, loding, food).
technical support staff with
immediate feedback on how  
familiar the learners are with the
technologies to be used.

 Highly interactive and better

promotes learner engagement and
peer-to-peer interaction.

Online  Can be taken by learners remotely.  May require

synchronous technical
 Highly focused on the support.
familiarization of the eLearning
platform.  Learners may not be
that prepared to
 Provided learners with the first- access the eLearning
hand experience of the eLearning platform and relevant
platform and other technologies to technologies.
be used.
 
 Can be embedded inside the
courses to require student
participation.

 Diminishes logistical costs of face-

to-face orientation.

Combined  Harmonizes the benefits of both  Requires the

online and face-to-face methods. traditional logistics
and cost of
 conducting face-to-
 Learners can be provided with face orientation
materials online and they can ask (venue, lodging,
their issues and concerns during the food).
face-to-face sessions. 
 Face-to-face sessions
require time and
other financial
resources from
learners and
educational
institutions.

LESSON 2: Conducting
Orientation to eLearning
Next: TOPIC 1: Questions to Answer during the Orientation ►

Introduction
Aside from making sure that the eLearning platform and the facilitator is ready
for program implementation, it is also important that eLearning participants
are provided with relevant information on how sessions are going to be
conducted. Orientations provide learners with the opportunity to familiarize the
learning management system (LMS) and available services and to set their
expections properly (Taylor, J., Dunn, M. and Winn, S., 2015).

TOPIC 1: Questions to Answer during the

Orientation
As an eLearning facilitator, you should always remember that many are still
not familiar with eLearning. For this reason, proper orientation should be
provided before sessions start to avoid hindered participation of eLearning
participants by minimizing learner anxiety and promoting positive attitude and
interaction. Answers to the following questions should be presented and
discussed during the orientation:

1.     Training and Assessment Arrangements

 How will the training be conducted, will it be done full online, blended
online or blended offline?
 If blended online/offline, what activities are included in the face-to-face
sessions and in sessions on the online/offline LMS?
 If blended, where will face-to-face sessions be conducted?
  How will online activities be conducted, will they be done synchronous
or asynchronous?
 When will the program start and end?
 Is there any pre-requisite before learners can participate in the
program?
 How will the assessment be conducted?
 Where will the assessment be conducted?

2.     Technical Arrangements

 What eLearning platform will be used?

 How can the learners get started with the course?
 Will the learners be required to register an account to the LMS?
 Will the learners be provided with account credentials enrolled to the
course?
 How will the learners navigate inside the LMS?
 What are the LMS activities and resources used in the course?
 How will the learners access resources and activities?
 How will the learners post to discussions and submit assignments?
 How will the learners see their grades, instructor feedback and grading
rubrics?

3.     Learner Support System

 If the learner encounter technical problems or difficulty, what should

he/she do?
 Is there a person the learner can contact for assistance?
 What are good practices that can help learners participate in the
eLearning program more effectively?
 What are the competencies required so learners can participate in the
eLearning program more effectively?
 Is there an FAQ page where learners can easily refer to when
experiencing technical difficulties?

4.     Roles, Rights and Responsibilties

 What are the roles of the learners?

 What are the roles of the eLearning facilitators?
 Is there a Code of Conduct the learners should observe?
 What are the rights of the students while undergoing the training
program?
LESSON 2: Conducting Orientation
to eLearning
◄ Previous: TOPIC 1: Questions to Answer during the
OrientationNext: References ►

TOPIC 2: Ways to Conduct Orientation to

eLearning
In order to effectively relay the important information during the orientation, you
should also look into how it will be delivered. The study conducted by Scagnoli
(2001) showed three main strategies in conducting orientations for online programs –
face-to-face, online, and combined/ blended.

METHODS ADVANTAGES DISADVANTAGES

Face-to-Face  Provides learners with face-to-  Requires the traditional
face facilitated hands-on training logistics and cost of
on the eLearning platform and conducting face-to-face
other technologies to be used. orientation (venue,
loding, food).
 Provides eLearning facilitators
and technical support staff with  
immediate feedback on how
familiar the learners are with the
technologies to be used.

 Highly interactive and better

promotes learner engagement
and peer-to-peer interaction.

Online  Can be taken by learners  May require synchronous

remotely. technical support.

 Highly focused on the  Learners may not be that

familiarization of the eLearning prepared to access the
platform. eLearning platform and
relevant technologies.
 Provided learners with the first-
hand experience of the  
eLearning platform and other
technologies to be used.

 Can be embedded inside the

courses to require student
participation.

 Diminishes logistical costs of

face-to-face orientation.
Combined  Harmonizes the benefits of both
online and face-to-face methods.
 Learners can be provided with
materials online and they can
ask their issues and concerns
during the face-to-face sessions.  
 Requires the traditional
logistics and cost of
conducting face-to-face
orientation (venue,
lodging, food).
Face-to-face sessions
require time and other
financial resources from
learners and educational
institutions.