Fluent Essays

PLEASE COMPLETE ALL PARTS Part 1 Describe how Internet technology to support instruction and learning has changed during your life as a student (include K-12 and college). Discuss your personal views of these changes. Predict at least two ways technology might be used in instruction and learning in the next 10years. Part 2 Assume that your supervisor has asked you to propose some ways to deliver your organization’s classroom courses (or training modules) to its students more effectively and reach more students than classroom delivery does. Recommend three ways to use computer, mobile, and Internet technology to deliver your organization’s courses to its students. Provide a rationale for your recommendations. Speculate on any barriers or challenges your target student population might encounter with taking classes via the ways you recommended. Propose ways the organization might be able to mitigate these challenges. Part 3 Analyze at least two effective methods of e-Learning that you have experienced in the last five years and discuss reasons the experiences were positive. identify the title and describe the game or simulation used to support learning. Evaluate the effectiveness of the instruction and learning provided to students. Recommend at least two ways and / or reasons games and simulations might be used effectively with your target student population. (Note: If this Website is not available, use the Internet to find examples of games or simulations used for instructional purposes. If you use another site(s), provide the Website(s) you referenced in your discussion, using the appropriate APA style.) Part 4 Discuss at least two challenges faced by administrators, instructors, and students (in K-12 schools and adult learning environments—post secondary, military, nonprofit, corporations) in establishing and maintaining a positive and supportive e-Learning community in which participants may be connected by forums, e-mail, or other communication tools. Recommend at least two ways instructors of e-Learning courses (in K-12 schools and adult learning environments—post secondary, military, nonprofit, and / or corporations) can support effective communication between the instructor and students and among fellow students. Provide a rationale for your recommendations Part 5 Describe three ways in which the Internet has changed any or all of these: (a) information, (b) communication, and (c) education. Comment on the positive and negative aspects of the three changes you identified. Debate It: Take a position for or against the following statement: Public school districts should focus the majority of their technology resources on e-Learning delivery methods. Support your position with at least three reasons and examples. Part 6 Discuss at least three ways the Internet environment affects cognition, motivation, and learning. Comment on the positive and negative aspects of the three ways you identified. discuss at least three of the signs you found, highlighting their meaning and their effectiveness for e-Learning environments that are accessed by people from different countries and different cultures. Provide the Website(s) and any article you referenced in your discussion, using the appropriate APA style. Part 8 Debate It: Take a position for or against this statement: e-Learning courses should be based primarily on the theory of behaviorism. Support your position with at least three reasons and examples. evaluate the Website’s search engine. Discuss at least two advantages and disadvantages of a customized search engine, providing the names and the URLs of the Websites you evaluated. Then discuss two key ideas you discover from an article you read under “Search News”, posted to http://searchengineshowdown.com. Provide the Website(s), and an article you referenced in your discussion, using the appropriate APA style. Part 9 discuss at least two ways constructivism, as a learning theory, supports and is supported by the e-Learning process. Provide the Website(s) and any article you referenced in your discussion, using the appropriate APA style. Propose at least one way professionals in your current or future organization could apply the 4-Plex Model of Networked Learning Part 10 Recommend at least two ways to foster motivation and authentic learning opportunities for students taking online courses in your current workplace or planned workplace. Provide a rationale for your recommendations. review different ways online quality assurance programs are ensuring quality online learning experiences. Part 11 propose at least two ways to use Intelligent Tutoring Systems (ITS) that may be similar to or different from MyMathLab with students taking online courses in your current workplace or planned workplace. Provide a rationale for your recommendations. Provide the Website(s) and article you referenced in your discussion, using the appropriate APA style. discuss at least two advantages and two disadvantages of taking a class or learning module online; discuss at least two advantages and two disadvantages of taking it on ground (i.e., face-to-face). Then, define “hybrid learning” and discuss two advantages and disadvantages of “hybrid learning.” Comment on which you prefer in your current or future teaching or learning environment: online, classroom, or “hybrid.” Provide a rationale for your preference. Part 12 Use and apply Badrul Khan’s Web-based Framework to evaluate an online course offered by a corporate organization for training purposes, academic course, or a virtual high school course. While you are navigating the course of your choice, answer the questions outlined in the “ Matrix for Evaluation of E-Learning Courses ” provided here. After answering and commenting on each question in the matrix, write a four to six (4-6) page paper in which you address this question thoroughly: To what extent does the course meet the nine (9) dimensions of Khan’s Web-based Framework? Preparation. Review Badrul Khan’s Web-based Framework. Write a four to six (4-6) page paper in which you: Answer the questions in the matrix about the selected course. (Access the list of questions in the course shell.) Describe and evaluate the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including: (a) type of course, (b) length, (c) target learners, and (d) delivery method(s) (text, audio, video lecture, etc.). Describe and evaluate the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including: (a) interactivity, (b) types of communication between instructor and students, (c) collaboration opportunities, and (d) two (2) other key features. Evaluate the selected online course using nine (9) dimensions of Khan’s Web-based Framework. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page, responses to the questions, and the reference page are not included in the required assignment page length. Put the matrix with the questions and your answers in to the paper as an appendix. Part 13 the increasing Web-based content has exerted more pressure on policymakers and legislators in the U.S. Congress to enact new copyright laws to govern and organize electronic course material. Explain how the planning process of quality e-Learning classes, particularly posting copyrighted content on the Web for students to read, view, and copy could be affected by the current copyright law. describe the tools you found to prevent plagiarism and discuss at least two other evaluation strategies that online instructors should use to prevent plagiarism and cheating. Part 14 Recommend at least two tools (e.g., pod casts, e-portfolios, and streaming video) that you would like to have implemented in your current or future e-Learning environment for instructors and students. Provide a rationale for your recommendations. * Recommend at least two ways for using social media sites for the instructors and students in your current or future e-Learning environment. Discuss the advantages and disadvantages of their use in educational or corporate training environments. Part 15 For Part 2, you will develop the first three (3) weeks of your course. Write a four to six (4-6) page paper in which you: Provide a description of a course that you plan to develop for this class, including at least three (3) goals of the course. Describe the target learners, discussing at least three (3) unique needs and / or challenges the online learners face. Develop six (6) learning outcomes for the course. Propose the primary learning theory or theories you plan to apply to ensure students achieve the outcomes, providing a rationale for the theory or theories. Propose three (3) ways you plan to motivate students in the online environment, providing a rationale for each way. Provide at least three (3) academic references (published within the last five [5] years) to support your proposal. Note: You instructor will provide feedback and inform you of his or her approval and of any recommendations for changes. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. Part 16 Describe the roles of four key stakeholders in an e-Learning environment, namely students, instructors, administrators, and technical support staff, and the challenges and leadership roles they face and play. List and discuss at least three factors that affect interaction among students and between students and the instructor in an e-Learning class. Part 17 discuss two areas in the ISTE Standards that you consider to be your strengths and two that you would like to strengthen. Propose two ways to strengthen these areas. Propose a set of ground rules and protocols for students participating in an online class discussion thread in your school or corporate learning environment. Specify the environment and age level of the students. Include rules such as length of responses, number of responses, time by which the initial response needs to be posted, and other rules as you deem appropriate. Provide a rationale for your ground rules. Part 18 , recommend to your school administrator or supervisor in a corporate environment at least two ways to design and deliver e-Learning courses that ensure sufficient accessibility for learners with disabilities. Provide a rationale for your recommendations. Provide the Website(s) and article you referenced in your discussion, using the appropriate APA style. discuss at least two ways to use assistive technologies to support fair and effective assessment for online students with disabilities. Provide the Website(s) and article you referenced in your discussion, using the appropriate APA style Part 19 Identify a learning theory that you consider as the most appropriate theoretical framework to support the e-Learning process. Provide a rationale for selecting this theory. Discuss this statement: “Education is undergoing a theoretical shift from programmed learning and information processing approaches to knowledge building and transfer. Instead of focusing on how information is received, stored, and recalled, learning theorists are now turning their attention and concern to how knowledge is constructed within the learner’s mind, and the learner’ s interactions within a cultural and social context.” Does the e-Learning process support this statement? Explain. Part 20 Part A Course Content – Described Revise Assignment 3 based on feedback from your professor. Name the course and provide an ID. Provide a course description with three (3) goals and a welcoming announcement. List one (1) or two (2) required instructional materials for the course and at least three (3) supplemental materials (in APA format), providing a rationale for each. List three to five (3-5) learning outcomes for the first three (3) weeks of instruction. Recommend three to four (3-4) instructional strategies to be used in the course, providing a rationale for each. Design a weekly schedule for these first three (3) weeks that includes: (a) Topic(s) and (b) learning outcomes that are aligned with the topics. Include in the weekly schedule (a) two (2) discussion questions for each of the three (3) weeks and (b) required activities. List two (2) assignments: (a) a five (5) -question quiz and (b) a writing assignment. Part B Name the course (e.g., John Smith_Introduction to Social Science). Provide Course ID (e.g., JohnSmith_ISS100). Provide a course description with three (3) goals. Provide a welcoming announcement on the Home Page in the course site you just created by clicking on the “more announcements” link at the bottom of box titled “My Announcement.” Build three (3) content areas using the Content area in the main menu on the left side of the screen: (hover mouse over “+” > click on Content Area), naming the content areas: Week1 Content, Week 2 Content and Week 3 Content (Make sure you check the box “Available to users.”) . Create one item in each content area that has an attached three to four (3-4) completed PowerPoints slides pertaining to the content of your mini-course. List the one or two (1 or 2) required instructional materials and at least three (3) supplemental materials. Name this item “Instructional and Supplemental Materials.” List three to five (3-5) learning outcomes for the first three (3) weeks of instruction. Name this item “Learning Outcomes: Weeks 1-3.” Build a weekly schedule for these three (3) weeks that includes: (a) topic(s) and (b) learning outcomes that are aligned with these topics. Name this item “Weekly Schedule: Weeks 1-3.” Create a Forum in the Discussions area and name it Week 1-3 Discussion. Post two (2) discussion questions by creating a new thread for each question. Create: (a) a five (5) question quiz and (b) a writing assignment in the Assessments link. FOR PART B JUST ANSWER THE QUESTIONS AND COMPLETE WHAT IT IS ASKING AND I WILL SUBMIT IT TO THE CORRECT THING. SOME OF THE PARTS ARE INSTRUCTIONS TO WHAT I NEED TO DO AND SOME OF THE PARTS I NEED YOU TO ANSWER ON A WORD DOCUMENT SO THAT I CAN SUBMIT IT. framework.pdf matrix_for_evaluation_of_e_learning_courses__1_.docx Unformatted Attachment Preview Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 42 CHAPTER 5 The Global E-Learning Framework by Badrul H Khan W ith the rapid growth of the Internet and digital technologies, the Web has become a powerful, global, interactive, dynamic, economic and democratic medium of learning and teaching at a distance (Khan, 1997a). The Internet provides an opportunity to develop learning-on-demand and learner-centered instruction and training. There are numerous names for online learning activities, including E-Learning, Web-Based Learning (WBL), Web-Based Instruction (WBI), Web-Based Training (WBT), Internet-Based Training (IBT), Distributed Learning (DL), Advanced Distributed Learning (ADL), Distance Learning, Online Learning (OL), Mobile Learning (or mLearning) or Nomadic Learning, Remote Learning, Off-site Learning, aLearning (anytime, anyplace, anywhere learning), etc. I use the term e-Learning to represent open, flexible and distributed learning. Designing and delivering instruction and training on the Internet requires thoughtful analysis and investigation, combined with an understanding of both the Internet’s capabilities and resources and the ways in which instructional design principles can be applied to tap the Internet potential 42 (Ritchie & Hoffman, 1997, cited in Khan, 1997b). Designing elearning for open, flexible and distributed learning environments is new to many of us. After reflecting on the factors that must be weighed in creating effective open, distributed and flexible learning environments for learners worldwide, the following definition of elearning is formulated: E-Learning can be viewed as an innovative approach for delivering welldesigned, learner-centered, interactive, and facilitated learning environment to anyone, anyplace, anytime, by utilising the attributes and resources of various digital technologies along with other forms of learning materials suited for open and distributed learning environment. The above definition of elearning raises the question of how various attributes of elearning methods and technologies can be utilised to create learning features appropriate for diverse learners in an open, flexible and distributed environment. Open and distributed learning environment What is an open and distributed learning environment? According to Calder & Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 43 E-LEARNING McCollum (1998), The common definition of open learning is learning in your own time, pace and place (p. 13). Ellington (1997) notes that open and flexible learning allows learners to have some say in how, where, and when learning takes place. Saltzberg and Polyson (1995) noted that distributed learning is not synonymous with distance learning, but, they stress its close relationship with the idea of distributed resources: Distributed learning is an instructional model that allows instructor, students, and content to be located in different, noncentralised locations so that instruction and learning occur independent of time and place. . . . The distributed learning model can be used in combination with traditional classroom-based courses, with traditional distance learning courses, or it can be used to create wholly virtual classrooms. (p. 10) Janis Taylor of Clarke College in Iowa who teaches students coming from different places in the Midwest commented on open, distributed and flexible learning: Consider a student user who described her online education as open because she can sit out on her back deck supervising her children in the swimming pool while doing her homework. Now that’s open-air and open learning. One of my preservice teachers works in a chemical lab in Cleveland, another is a court reporter three hours drive from me and another is a nurse in rural western Iowa. I, their teacher, am sitting in a small liberal arts college in eastern Iowa, a state badly needing to tap new people to come into the teaching profession. How could I get them all here to my campus if e-learning were not distributed? This open and distributed learning environment made learning flexible for a young traveling business woman who says “I take my college course, my instructor, and all of my fellow students with me on every business trip. With my laptop in my hotel room, I can view my teacher’s demonstration, discuss it with my classmates in the Chat Room, and turn in my assignment by email.” Now that’s a flexible college program (J. Taylor, personal communication, June 22, 2004). Flexibility in learning is, therefore, dependent on the openness of the system and the availability of learning resources distributed in various locations. A clear understanding of the open and distributed nature of learning environments will help us create meaningful learning environments with increased flexibility. Figure 5.1 graphically shows how an open and distributed educational system contributes to flexibility. Open ELearning (Flexible) Distributed Figure 5.1. Open and Distributed learning Traditional instruction and e-Learning The design and format of open, flexible and distributed elearning can be different from traditional classroom instruction. Traditional classrooms are space bound. Traditional instruction treats learning pretty much as a closed system, taking place within the confines of a given classroom, school, textbook, field trip, etc. (Greg Kearsley, personal communication, January 27, 2000). Classroom-taught courses are not necessarily closed systems; many teachers assign students to do library based research papers, interview members of a professional community, engage in service-learning activities, and extend their learning 43 Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 44 STRIDE HANDBOOK 8 initiatives far beyond the classroom itself. strong case for learning-focused Unfortunately many classes are bound by educational and training systems where their four walls involving only the thoughts the learner is the key entity and occupies of the instructor, the textbook writer and the nucleus of the systems complex of occasional student comments. Classroom education” (p. 96). For Banathy, “when courses are also closed in the sense that learning is in focus, arrangements are made they are limited to only those students who in the environment of the learner that can physically come to the location (Taylor, communicate the learning task, and personal communication, May 24, 2004) learning resources are made available to On the other hand, elearning extends the learners so that they can explore and boundaries of learning, so that learning can master learning tasks” (p. 101). A occur in the classrooms, from home and in distributed learning environment that can the work place (Relan & Gillani, 1997). It is a effectively support learning-on-demand flexible form of education because it creates must be designed by placing the learners at options for learners in terms of where and the centre. In support of learnercentered when they can learn (Krauth, 1998). A approach, Moore (1998) states: welldesigned elearning Our aim as faculty should be course allows learners to to focus our attention on making Success in an become actively involved in courses and other learning e-learning system their learning processes. experiences that will best involves a However, a poorly designed empower our students to learn, systematic process elearning course can be just to learn fully, effectively, of planning, as rigid and dogmatic and efficiently, and with rewarding designing, non-interactive as a poorly satisfaction. It is the responsibility evaluating, and taught face to face course. implementing online of our profession to study ways The scope of openness and of maximising the potential of our learning flexibility in elearning is environments where environments to support their dependent on how it is learning and to minimise those learning is actively designed. “While having an elements in their environments fostered and open system has its appeal, it that may impede it. (p. 4). supported can make designing for it Success in an e-learning extremely difficult, because in an open system involves a systematic process of system, the designer agrees to give up a planning, designing, evaluating, and certain amount of control to the user” implementing online learning (Jones & Farquhar, 1997, p. 240). The more environments where learning is actively open the learning environment, the more fostered and supported. An e-learning complex the planning, management, and system should not only be meaningful to evaluation of it (Land & Hannafin, 1996). learners, but it should also be meaningful to For example, the instructor cannot monitor all stakeholder groups including who helps the student on tests unless instructors, support services staff, and the proctored. institution. For example, an e-learning system is more likely to be meaningful to Learner-focused e-learning learners when it is easily accessible, clearly system organised, well written, authoritatively A leading theorist of educational presented, learnercentered, affordable, systems, B.H. Banathy (1991), makes a efficient, flexible, and has a facilitated 44 Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 45 E-LEARNING learning environment. When learners display a high level of participation and success in meeting a courses goals and objectives, this can make e-learning meaningful to instructors. In turn, when learners enjoy all available support services provided in the course without any interruptions, it makes support services staff happy as they strive to provide easy-to-use, reliable services. Finally, an e-learning system is meaningful to institutions when it has a sound return-on-investment (ROI), a moderate to high level of learners satisfaction with both the quality of instruction and all support services, and a low drop-out rate (Morrison & Khan, 2003). A Framework for e-learning The seeds for the ELearning Framework began germinating with the question, What does it take to provide flexible learning environments for learners worldwide? With this question in mind, since 1997 I have been communicating with learners, instructors, trainers, administrators, and technical and other support services staff involved in e-learning in both academic (K12 and higher education) and corporate settings from all over the world. I researched critical e-learning issues discussed in professional discussion forums, and designed and taught online courses. I reviewed literature on e-learning. As the editor of Web-Based Instruction (1997), Web-Based Training (2001), and Flexible Learning (2007), I had the opportunity to work closely on elearning issues with about two hundred authors from all over the world who contributed chapters in these books. Through these activities, I have come to understand that e-learning represents a paradigm shift not only for learners, but also for instructors, trainers, administrators, technical and other support services staff, and the institution. We (i.e., students, instructors, and staff) are accustomed to the structure of a traditional educational system where instructor-led, face-to-face classes are the learning environment. Elearning, on the other hand, is an innovative way of providing instruction to diverse learners in an environment where students, instructors, and support staff do not see each other. The format of such a learning environment is different from traditional classroom instruction. As indicated earlier, traditional classroombased instruction takes place in a closed system (i.e., within the confines of a given classroom, school, textbook, or field trip) whereas elearning takes place in an open system (i.e., it extends the boundaries of learning to an open and flexible space where learners decide where and when they want to learn). Learners in an open, flexible and distributed learning environment need immediate attention and feedback on their work in order to continue their learning processes. We have to provide the best support systems for them so that they do not feel isolated and join the list of dropouts. As we are accustomed to teaching or learning in a closed system, the openness of e-learning is new to us. In order to create effective environments for diverse learners, however, we need to jump out of our closed system learning design mentality. We need to change our mindset—thats the paradigm shift. In order to facilitate such a shift, and in response to the range of issues I saw in my research, I created the ELearning Framework (Figure 5.2). I found that numerous factors help to create a meaningful learning environment, and many of these factors are systemically interrelated and interdependent. A systemic understanding of these factors can help designers create meaningful learning environments. I clustered these factors into eight dimensions: institutional, management, technological, pedagogical, ethical, interface design, resource support, and 45 Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 46 STRIDE HANDBOOK 8 Figure 5.2. The E-Learning framework The purpose of this framework is to help you think through every aspect of what you are doing during the steps of the elearning design process. evaluation (Table 5.1). Various issues within the eight dimensions of the framework were found to be useful in several studies that were conducted to review elearning programs, resources and tools (Khan, 2007; Khan & Smith, 2007; Romiszowski, 2004; Singh, 2003; Chin & Kon, 2003; Kuchi, Gardner, & Tipton, 2003; Mello, 2002; Barry, 2002; Goodear, 2001; Khan, Waddill, & McDonald, 2001; Dabbagh, Bannan-Ritland, & Silc, 2001; Khan & Ealy, 2001; El-Tigi & Khan, 2001; TABLEg5.1: EIGHT DIMENSIONSg OF E-LEARNING FRAMEWORK Dimensions of E-Learning Institutional Management Technological Pedagogical Ethical Interface design Resource support Evaluation 46 Descriptions The institutional dimension is concerned with issues of administrative affairs, academic affairs and student services related to e-learning. The management of e-learning refers to the maintenance of learning environment and distribution of information. The technological dimension of e-learning examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software. The pedagogical dimension of e-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, medium analysis, design approach, organization, and learning strategies. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, digital divide, etiquette, and the legal issues. The interface design refers to the overall look and feel of e-learning programs. Interface design dimension encompasses page and site design, content design, navigation, accessibility and usability testing. The resource support dimension of the e-learning examines the online support and resources required to foster meaningful learning. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment. Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 47 E-LEARNING TABLE 5.2: SUB-DIMENSIONS OF THE E-LEARNING FRAMEWORK INSTITUTIONAL Administrative Affairs Academic Affairs Student Services MANAGEMENT People, Process and Product (P3) Continuum Management Team Managing E-Learning Content Development Managing E-Learning Environment TECHNOLOGICAL Infrastructure Planning Hardware Software PEDAGOGICAL Content Analysis Audience Analysis Goal Analysis Design Approach Instructional Strategies Organization Blending Strategies ETHICAL Social and Cultural Diversity Bias and Political Issues Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues Zhang, Khan, Gibbons, & Ni, 2001; Gilbert, 2000; and Kao, Tousignant, & Wiebe, 2000). Each dimension has several subdimensions (Table 5.2). Each sub-dimension consists of items or issues focused on a specific aspect of an elearning environment. As you know each elearning project is unique. I encourage you to identify as many issues (in the form of questions) as possible for your own elearning project by using the framework. One way to identify critical issues is by putting each stakeholder group (such as learner, instructor, support staff, etc.) at the centre of the framework and raising issues along the eight dimensions of the elearning environment. This way you can identify many critical issues and answer questions that can help create a meaningful elearning environment for your particular group. By repeating the same process for other stakeholder groups, you can generate a comprehensive list of issues for your elearning project. For example, is the course sensitive to students from different time-zones (e.g., are synchronous communications such as chat discussions are scheduled at reasonable times for all time zones represented)? This is an example of a question that elearning designers can ask in the geographical diversity section of the ethical dimension. INTERFACE DESIGN Page and Site Design Content Design Navigation Accessibility Usability Testing RESOURCE SUPPORT Online Support Resources EVALUATION Evaluation of Content Development Process Evaluation of E-Learning Environment Evaluation of E-Leaning at the Program and Institutional Levels Assessment of Learners As we know, scheduled chat discussions may not work for learners coming from different time zones. In the U.S., there are the six time zones. Therefore, e-learning course designers should be sensitive to diversity in geographical time zones (i.e., all courses where students can reasonably be expected to live in different time zones). The purpose of raising many questions within each dimension (see Table 5.2) is to help designers think through their projects thoroughly. Note that there might be other issues not included or not yet encountered. As more and more institutions offer elearning worldwide, designers will become more knowledgeable about new issues within the eight dimensions of elearning. The E-Learning Framework can be applied to elearning of any scope. This scope refers to a continuum defined by the extent to which instruction is delivered on the Internet and hence must be systematically planned for. The weight placed on any elearning dimension or subdimension, or on any set of elearning items, will vary with the scope of the instruction. This continuum is described below, with examples, to show the type and scope of elearning activities and how their design relates to various dimensions of the framework. At the micro end of the continuum, 47 Elearning-Chapter5:Layout 1 1/6/2010 5:58 PM Page 48 STRIDE HANDBOOK 8 elearning activities and information resources can be designed for face-to-face instruction in educational and training settings (e.g., blended learning activities). In the high-school physics classroom, for example, a teacher can use Shockwave simulations to support the cognitive work of analysing data, visualising concepts, and manipulating models. See, for example, the simulations available at Explore Science (http://www.explorescience.com.) The teacher would have to design activities that provide context for and elaboration of this highly-visual, Web-mediated simulation. In a traditional course, the ELearning Frameworks institutional and manage ment dimensions will matter much less than the learning strategies section of the pedagogical dimension which provides guidelines for integrating the simulation into the curriculum. Further along the continuum, more 48 comprehensive design is required for the complete academic or training course, where content, activities, interaction, tutorials, project work, and assessment must all be delivered on the ... Purchase answer to see full attachment