E-Learning Design Model - Essay Example

E-learning Design Model Insert Name Tutor Date Introduction Improving learning of mathematics in education institutions has been a key focus area in the educational sector. With the advancements in technology, e-learning seems to offer a solution to handling the various challenges involved in learning mathematics. There are however various models that can be adopted in designing e-learning that can be useful for both mathematics teachers and the students. These are models aimed at bringing together mathematics teachers and the students so that they can share knowledge on various subject matters (Garrison, 2011). This paper looks at the 5-stage e-learning design model and how it can be used for teaching and learning mathematics. Gilly Salmon’s Five Stage Model of E-learning This e-learning model by Gilly Salmon has five stages which the participants go through. At every stage, the participant is required to have a masterly of certain technical skills that will enable him or her to participate and move to the next step. Brief description of the model The first stage involves setting up of the system and allowing individual access. The participants are inducted into the online learning system to enable them to fully participate. In the second stage, the individual participants establish their online login details and how they will be identified. They will also find other participants who they will be interacting with. In the third stage, the participants exchange information with each other including their goals. Here there has to be co-operation where participants support each other’s goals. In the fourth stage, interaction become more collaborative as the participants engage in course related discussions. This stage involves a lot of knowledge construction and participants have to work towards a common goal. A lot of intellectual resources are also required to support the discussion. In the fifth stage, participants find extra benefits from the system that can help them in achieving their goals. They also reflect on the entire process and evaluate the learning (Salmon, 2002). The most important feature in this model is the ability to bring together participants. This is very important for mathematics teachers since my project involves creating a platform where teachers from different sectors can share their ideas and also have students access the information to learn from their teacher’s discussions. Basically this is the main objective that this model will achieve. Below is the diagrammatic representation of the 5-stage model    Retrieved from, OER Africa, 2011, http://www.oerafrica.org/supportinglearners/Unit3/Thefivestagesthatlearnersgothroughinane/tabid/1055/Default.spx A graphical presentation of the e-Learning design model STAGE PARTICIPANTS ACTIVITIES E-TUTOR’S ACTIVITIES Stage 1 Access and motivation Setting up system and creating online accessing identities Welcome and guidance on where to find technical issues Stage 2 On-line socialization Sending and receiving messages from other participants. Setting the ground rules and the Netiquette Stage 3 Information exchange Sharing of personal goals, stating the challenging issues regarding the subject matter, identifying helpful resources. Assign roles and responsibilities Support on finding the resources Assisting on resource searching and selection skills Facilitating discussions Stage 4 Knowledge construction Course-related discussions Problem-based and practice-based tasks Critical thinking applied to subject material Discussing their positions concerning the subject matter in an argumentative format Reflection on and re-evaluation of their positions Connecting models and work-based learning experiences A lot of collaborative activities Facilitating the process Building of discussion groups Putting together the participants’ contributions Relating the participants views to course concepts and theories Stage 5 Development. Reflection of the critical thinking and the knowledge building processes Evaluating the technology and how it has contributed to the learning process Evaluating the general impact of the technology Finding other links that they can access with a similar knowledge Support during reflection Providing feedback on how to improve the learning process  Recommending other external links      Detailed explanation of the model A lot of participation which is very important for mathematics teacher is evident in this model. In the model, I will act as the tutor to take through the teachers who are the participants in the process. Stage 1: Access and motivation This is the stage where the participants get started for the entire process. They require information and also technical support on how to get started. The process requires commitment and therefore the participants need to be motivated. It may also be difficult for the first learner but my role will be to take them through until they get acquainted. Some may experience fear since it is a new technology and it may not work as they expect. Basically, in this stage the participants create access to the system and get the first insights of it. Each has his or her access details that will enable in logging in to the system. The teachers can also post their professional details that will be used by others who are joining to identify them. However, one common thing with the participants is that they will all be mathematics teachers but from various parts of the world. They can also stated details on their favorite topics of the course (University of Leicester, 2012). Stage 2: Online socialization At this stage, the participants interact with each other by posting messages and others commenting or responding to the messages. Some participants may be reluctant to do so but with motivation and continuous support, from other participants and also from me, they get used and start posting on the discussion. They will also start enjoying reading others’ posts and this will motivate them to contribute also. My role as the e-tutor in this stage will be very important since I will be required to make the participants develop a sense of community. I will have to apply techniques such as those of face-to-face discussion like brainstorming. There will be online brainstorming but I have to ensure that mutual respect is maintained as well as preventing any potential conflicts. I also need to ensure that the participants feel free in the online environment and can express themselves freely. At the end of this stage, the participants are set to embark on discussion of complex mathematical problems since they have known each other and there is no fear (Salmon, 2004). Stage 3: Information exchange At this stage, there is real flow of information between the participants and also from the web. The participants are able to access information which they share with each other. Some participants may experience information overload but my role would be help them develop information management skills. The basic type of interaction at this stage involves interaction based on the course subject. The mathematics teachers exchange information on what they know about the course subject as well as what they can learn from the information access on the web. There will be a lot of knowledge building at this stage as teachers get to learn new concepts and also new ways of dealing with some complex mathematics problems which they did not know before. Since each participant has his or her own goal, they will learn various means of achieving the goal from each other. They will also be working towards those goals with the information they obtain through the discussions (University of Leicester, 2012). My role as the e-tutor will be to improve their skills in searching and selecting the information. This is because the information may be overwhelming and they need to focus on only what is related to the subject of discussion. Some information may also not be easy to get and this will require the assistance of the e-tutor. Mathematics being a technical subject is better learnt through discussion (Konaté, 2006). At this stage there will be step by step processes of solving some mathematical problems where each teacher will be able to solve the part that he or she has proper knowledge on. Collaboration will be very high at this stage. Stage 4: Knowledge construction At this stage, real learning takes place. Teachers get to know of new things and new approaches to solving mathematical problems. Most of the tasks that takes place at this stage are problem and practice based. The teachers collaborate to increase their knowledge on various concepts. Since it is an online community, the teachers will be able to accept different views from their colleagues correct each other and accept the corrections. It is basically a community of mathematics teachers who are learning together and teaching each other. as the e-tutor, my work will be to put together the teachers arguments in a manner that any other person who logs in to the site can be able to read and acquire knowledge. This is mainly because the site is meant to be accessed by mathematics students as their learning resource. These arguments must also be related to existing theories in mathematics and also to some basic mathematics concepts to improve on their relevance (Leikin & Rina, 2010). Teachers at this stage must learn something which will be useful once they gat back to their classes to teach. This is because the site is aimed at improving their knowledge which will also improve on teaching skills. Teachers will learn new problem solving skills and new mathematical formulas which they will teach their students. The process of knowledge construction will occur when the teachers will start exploring further resources, handling technical mathematical issues, taking their positions during discussions and defending their arguments. This is because they must agree on various positions for it become valid and applicable in class. They must however re-evaluate these positions before they apply them in teaching (Dabbagh, 2005). Stage :. Development This stage involves the overall evaluation of the technology and the accrued benefits. Teachers will reflect on what they have learnt and compare the knowledge they have at this moment with what they had at the beginning of the process. They reflect on the general impact of the e-learning community to their teaching processes. As the e-tutor, I will be giving feedback to teachers based on their discussion and their position as they progressed through the system (Salmon, 2004). At this stage am sure that the teachers will be excited of the experience as they will be eager to apply the knowledge in teaching mathematics. Appropriateness of the model I believe that this model will be very useful for the mathematics teachers. Being a technical subject, mathematics requires a lot of joint input and learning from each other. Gilly Salmon’s Five Stage Model of E-learning will therefore offer teachers a forum where they will be updated on what they did not know, new formulas and new approaches of dealing with mathematical problems. After a good number of participants have joined and there is enough and credible the information posted on the system, the students can therefore be able to access the site from where they can also learn from information posted by different teachers. This community is a learning resource that can be very useful in improving both teaching and learning of mathematics. Conclusion E-learning community is very useful resource for teaching and learning mathematics. The Gilly Salmon’s Five Stage Model of E-learning gives an easy to use system that will enable the mathematics teachers and their students benefit from knowledge of other teachers in the world. Since it will be a continuous process with new participants joining, a lot of information will be available for use in teaching mathematics. Bibliography Salmon, G., 2002, E-tivities: The Key to Active Online Learning, Kogan Page, London. Salmon, G., 2004, E-moderating: the key to teaching and learning online, 2nd edition, Routledge, London.  www.e-moderating.com. OER Africa, 2011, The five stages that learners go through in an e-learning programme, retrieved on 3rd September 2012 from http://www.oerafrica.org/supportinglearners/Unit3/Thefivestagesthatlearnersgothroughinane/tabid/1055/Default.aspx University of Leicester, 2012, Beyond Distance Research Alliance; Research-to-practice models, retrieved on 4rd September 2012 from http://www2.le.ac.uk/departments/beyond-distance-research-alliance/learning-futures-academy/research-to-practice-models-to-influence-future-learning Leikin, R., and Rina, Z., 2010, Learning Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in Practice, Springer, New York. Garrison, D., 2011, E-Learning in the 21st Century, Taylor & Francis, London. Konaté, D., 2006, Mathematical Modeling, Simulation, Visualization and e-Learning: Proceedings of an International Workshop held at Rockefeller Foundation' s Bellagio Conference Center, Springer, New York. Dabbagh, N., 2005, Pedagogical models for E-Learning: A theory-based design framework, International Journal of Technology in Teaching and Learning, 1(1), 25-44. Read More