E-learning

CEL 420

Prof JG Knoetze
Curriculum Studies
Faculty of Education
University of Pretoria

2008
Table of contents
1 Contact details of lecturer 3
2 Schedule 3
3 Assessment 4
4 Academic honesty 4
5 Learning object 1: E-learning defined 4
6 Learning object 2: Types of engagement skills in e-learning 5
7 Learning object 3: Learning skills for the twenty-first century 6
8 Learning object 4: Weblogs defined 7
9 Learning object 5: Using weblogs in education 7
10 Learning object 6: Using podcasts in education 8
11 Learning object 7: Content authoring 9
Addendum A: Assessment rubrics 10

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1 Contact details of lecturer

Lecturer: Prof JG Knoetze

Department: Curriculum Studies

Office: Aldoel-Building F211

Telephone (work): 012 420-2886

E-mail (work): jan.knoetze@up.ac.za

E-mail (home): jknoetze@mweb.co.za

Consultation hours: Per appointment

2 Schedule

Session 1: Learning object 1 ,2 & 3

Date: 19 July 2008
Time: 08:30 – 11:30
Venue: Computer Laboratory: Groenkloof Campus

Session 2: Learning object 4, 5 & 6

Date: 22 August 2008
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

Session 3: Learning object 7

Date: 17 October 2008
Time: 17:00 – 20:00
Venue: Computer Laboratory: Groenkloof Campus

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3 Assessment

To successfully demonstrate the outcomes of this module, candidates will

have to:

• Complete and submit all the assignment(s).

• Sit for a written examination on the theory relating to this module.

The marks obtained for the tests and the practical assignment(s) will
constitute your module mark. The average of the module mark and the mark
obtained in the written examination will constitute the final mark pertaining to
the module.

The written examination will be November 2007 in the Gym Hall at the
Groenkloof Campus.

4 Academic honesty

It is expected from candidates to uphold the highest level of academic

honesty. A candidate will not submit assignments by copying the work of
another candidate.

Direct quotations, facts and figures, as well as ideas and theories, from both
published and unpublished works must always be referenced.

A charge of misconduct will be laid against a student that violates the

copyright law. A Committee of Discipline can then:

• Deprive a student the right or a privilege in terms of his or her

registration;
• Suspend a student for a specified period;
• Deny a student the privilege of re-registration as a student at the
University.

Consult an official guide on one of the referencing styles. The Harvard

referencing style is sufficient for use in this module
(http://library.curtin.edu.au/referencing/harvard.pdf).

5 Learning object 1: E-learning defined

5.1 Learning outcomes

• Describe e-learning as defined by the European e-Learning Action Plan.

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 • Identify and discuss the opportunities that e-learning offers the
educator.
• Describe the concept blended learning.
• Name and discuss the aspects that managed learning environments
manage.
• Name and discuss the type of communication tools that support
interaction in a virtual learning environment.
• Describe the concept virtual learning environment.
• List and discuss the elements that a virtual learning environment
should implement.

5.2 Reading activity

Holmes B & Gardner J (2006) E-Learning concepts and practice. London:

SAGE Publications, pp 14 – 16.

Read the indicated section attentively and analytically and determine:

• The definition of e-learning by the European e-Learning Action Plan.

• The opportunities that e-learning offers the educator.
• The meaning of the concept blended learning.
• The aspects that managed learning environments.
• The type of communication tools that support interaction in a virtual
learning environment.

5.3 Assignment 1

Answer the following questions using MS Word:

• Define of e-learning as interpreted by the European e-Learning Action

Plan.
• Briefly discuss the opportunities that e-learning offers the educator.
• Briefly discuss the meaning of the concept blended learning.
• Briefly discuss aspects that managed learning environments
• Briefly discuss the type of communication tools that support interaction
in a virtual learning environment.

Save the document as assignment01.doc and upload the document to your

esnips account. Send the URL of your assignment to the lecturer.

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6 Learning object 2: Types of engagement skills in e-
learning

6.1 Learning outcomes

• Briefly discuss the types of engagement required from a learner in an

e-learning environment.

6.2 Reading activity

Holmes B & Gardner J (2006) E-Learning concepts and practice. London:

SAGE Publications, pp 2 - 8.

Read the indicated section attentively and analytically and determine:

• The types of engagement required from a learner in an e-learning

environment.

6.3 Assignment 2

List and briefly discuss the types of engagement required from a learner in an
e-learning environment.

Save the document as assignment02.doc and upload the document to your

esnips account. Send the URL of your assignment to the lecturer.

7 Learning object 3: Learning skills for the twenty-

first century

7.1 Learning outcomes

• List the two skills areas identified by the US-based Partnership for 21st
Century Skills.
• Discuss the skills classified under each of the two skills areas.

7.2 Reading activity

Holmes B & Gardner J (2006) E-Learning concepts and practice. London:

SAGE Publications, pp 54 - 56.

Read the indicated section attentively and analytically and determine:

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 • The two skills areas identified by the US-based Partnership for 21st
Century Skills.
• The skills classified under each of the two skills areas.

7.3 Assignment 3

“Communication skills. Understanding, managing and creating effective oral,

written and multimedia communication in a variety of forms and contexts.”

The mentioned skill is one of the ICT learning skills for the 21st century.

Briefly discuss this skill.

Save the document as assignment03.doc and upload the document to your

esnips account. Send the URL of your assignment to the lecturer.

8 Learning object 4: Weblog defined

8.1 Learning outcomes

• Describe the concept weblog.

• Discuss the characteristics of weblogs.
• Discuss the potential positive impact of weblogs on students.

8.2 Reading activity

Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web
tools for classrooms. USA: Corwin Press, pp 17 - 20.

Read the indicated section attentively and analytically and determine:

• The meaning of the concept weblog.

• The characteristics of weblogs.
• The potential positive impact of weblogs on students.

8.3 Exercise

Create a mind map, using Cmap tools, pertaining to the definition,

characteristics and potential positive impact of weblogs on students.

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9 Learning object 5: Using weblogs in education

9.1 Learning outcomes

• Discuss weblogs as being used as class portals, online filing cabinets,

e-portfolios, collaborative space, knowledge management and school
websites.
• Discuss the components of a school website.

9.2 Reading activity

Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web
tools for classrooms. USA: Corwin Press, pp 21 – 26.

9.3 Exercise

Design a website for a department at a higher education institution.

10 Learning object 6: Using podcasts in education

10.1 Learning outcomes

• Discuss the meaning of the concept podcasting.

• Discuss the steps in creating a podcast.
• Discuss the ways of using podcasts in education.

10.2 Reading activity

Richardson W (2006) Blogs, Wikis and Podcasts, and other powerful web
tools for classrooms. USA: Corwin Press, pp 112 - 122.

Read the indicated section attentively and analytically and determine:

• The meaning of the concept podcasting.

• The steps in creating a podcast.
• The ways of using podcasts in education.

10.3 Exercise

Richardson W. (2006) Blogs, Wikis and Podcasts, and other powerful web
tools for classrooms. USA: Corwin Press, p 5.

Use the content in the above mentioned section and write a script of 150
words on The read/write web in education. Record the script using Audacity

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and save the recording as an mp3 file. Upload the mp3 file to your esnips
account.

11 Learning object 7: Content authoring

11.1 Learning outcomes

• Discuss the meaning of the concept e-learning content authoring.

• Discuss the three major steps in content authoring.
• Create e-learning content using eLearning Xhtml editor
(http://exelearning.org/

11.2 Reading activity

Fataji, B (n.d.) Experiences and issues in authoring elearning content with

solutions applied under the e-learning framework project. Avaliable online at
http://www.iadis.org/Multi2006/Papers/17/S034_EL.pdf [12 May 2007].

Read the indicated section attentively and analytically and determine:

• The meaning of the concept e-learning content authoring.

• The three major steps in content authoring.

11.3 Assignment

Create an e-learning course using eXe on a topic of your choice.

Save the course as a website. Zip the folder and upload it to your esnips
account. Send the URL of your assignment to the lecturer.

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Addendum A: Assessment rubrics

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 CEL 420
2007
Assignment 3

Student number: Name:

Exemplary Accomplished Beginning Weight Score Final

3 2 1
Organization • Course is well-organized • Course is organized and • Course organization needs
and easy to navigate. navigable. Students can attention.
Students can clearly understand the key • Aesthetic design does not
understand all components and structure present and communicate
components and of the course. course information clearly.
structure of the course. • Aesthetic design presents • Web pages are
• Aesthetic design and communicates course inconsistent both visually
presents and information clearly. and functionally. 10
communicates course • Most web pages are
information clearly visually and functionally
throughout the course. consistent.
• All web pages are
visually and functionally
consistent throughout
the course.
Delivery • Course offers ample • Course offers some • Course offers limited
opportunities for opportunities for opportunity for interaction
interaction and interaction and and communication
communication student communication student to student to student, student
to student, student to student, student to to instructor and student
instructor and student instructor and student to to content.
to content. content. • Learning objectives are
• Learning objectives are • Learning objectives are vague or incomplete and
identified and learning identified and learning learning activities are
activities are clearly activities are implied. absent or unclear. 10
integrated. • Course provides some • Course provides few
• Course provides visual, textual, kinesthetic visual, textual, kinesthetic
multiple visual, textual, and/or auditory activities and/ or auditory activities
kinesthetic and/or to enhance student to enhance student
auditory activities to learning. learning.
enhance student • Course provides some • Course provides limited or
learning. activities to help students no activities to help
• Course provides develop critical thinking students develop critical
multiple activities that and/skills or problem- thinking and/or problem
 help students develop solving skills. solving.
critical thinking and
problem-solving skills.
Assessment • Course has multiple • Course has some activities • Course has limited
timely and appropriate to assess student activities to assess student
activities to assess readiness for course readiness for course
student readiness for content and mode of content and mode of
course content and delivery. delivery.
mode of delivery. • Learning objectives, • Learning objectives,
• Learning objectives, instructional and instructional and
instructional and assessment activities are assessment activities are
assessment activities somewhat aligned. not closely aligned.
are closely aligned. • Ongoing strategies are • Assessment strategies are
• Ongoing multiple used to measure content used to measure content
assessment strategies knowledge, attitudes and knowledge, attitudes and
are used to measure skills. skills. 10
content knowledge, • Opportunities for students • Opportunities for students
attitudes and skills. to receive feedback about to receive feedback about
• Regular feedback about their own performance are their own performance are
student performance is provided. infrequent and sporadic.
provided in a timely • Students' self-assessments • Students' self-assessments
manner throughout the and/or peer feedback and/or peer feedback
course. opportunities exist. opportunities are limited or
• Students' self- do not exist.
assessments and peer
feedback opportunities
exist throughout the
course.
Innovative teaching • Course uses a variety of • Course uses some • Course uses limited
technology tools to technology tools to technology tools to
appropriately facilitate facilitate communication facilitate communication
communication and and learning. and learning.
learning. • New teaching methods are • New teaching methods are
• New teaching methods applied to innovatively applied to enhance student
are applied and enhance student learning. learning.
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innovatively enhance • Multimedia elements • Multimedia elements
student learning, and and/or learning objects are and/or learning objects are
interactively engage used and are relevant to limited or non-existent.
students. student learning. • Course uses Internet
• A variety of multimedia • Course optimizes Internet access and engages
elements and/or access and effectively students in the learning
learning objects are engages students in the

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 used and are relevant to learning process. process.
student learning
throughout the course.
• Course optimizes
Internet access and
effectively engages
students in the learning
process in a variety of
ways throughout the
course.

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