Learning theories and the design of e-learning environments

The rationale for this textbook is to introduce educators and e-learning designers to pedagogical models that provide the framework for effective content organization for curriculum, as well as visual design principles that support development of interactive learning environments. The book reveals the application of pedagogical models to the design of e-learning environments by discussing theories and showing actual applications that have been developed for the Web.

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In Learning Theories and the Design of E-Learning Environments, Gillani addresses the central goal of "how to use the Web as a reform tool to develop student-centered design" in addressing information overload, student diversity, new learning theories, and the Web as an instructional delivery medium. Gillani describes a student-centered design model for education Web sites which includes knowledge design (learning theory), perceptual design (Web design), and development and evaluation (process). For readers new to learning theory, part 1 (knowledge design) is a good introduction. For others, it is a welcome refresher. Examples from e-learning illustrate application of the theories. Part 2 (perceptual design) vacillates between including too little perceptual theory and too much detail regarding particular software. Part 3 (development and measurement) offers insight into the development process based on a modified version of IBM's design-and-development process but provides little insight into evaluating the effectiveness of online learning. Depending on their background and experience, readers will find different parts of this book to be helpful. ^BSumming Up: Recommended. Professionals/practitioners, graduate students, and faculty. B. J. Keinath Metropolitan State University

Table des matières

Preface
Acknowledgment
Chapter 1 New Challenges	p. 1
Information Overload	p. 3
Student Diversity	p. 4
Learning Theories	p. 6
Web as a Medium of Instructional Delivery	p. 9
Student-centered Design	p. 10
Structure of the Book	p. 15
Reflection	p. 17
Part I Orientation to Learning Theories	p. 21
Chapter 2 Behavioral Theories and E-learning	p. 25
Pavlov's Classical Conditioning	p. 26
Thorndike's Connectionism Theory	p. 26
Skinner's Operant Conditioning	p. 28
Applied Behavioral Analysis	p. 31
Schedule of Reinforcement	p. 32
Application of Behaviorism to Models of Teaching	p. 33
Mastery Learning Model	p. 33
Implication of Behaviorism to Development of E-Learning Environments	p. 34
Structured E-learning Tutorials and NASA's Virtual Skies	p. 36
Assessment	p. 37
Breakdowns of the Main Goal into Subordinating Goals	p. 37
Intervention	p. 39
Presentation	p. 41
Structured Practice and Guided Practice	p. 42
Evaluation	p. 46
Reflection	p. 47
Chapter 3 Cognitive Theories and E-learning	p. 49
Piaget's Cognitive Developmental Theory	p. 49
Schema	p. 50
Assimilation, Accommodation, and Equilibrium	p. 52
Neo-Piagetian Theories	p. 56
Application of Cognitive Theories to Models of Teaching	p. 59
Inquiry-training	p. 60
Discovery Learning	p. 61
Implications of Cognitive Theories to E-learning	p. 62
Inquiry-Training and Hypermedia	p. 63
NASA's Astro-Venture	p. 65
Discovery Learning and Simulation	p. 69
NASA's Solar System Simulator	p. 70
Reflection	p. 71
Chapter 4 Social Theories and E-learning	p. 75
Vygotsky's Sociocognitive Theory	p. 76
Internalization of External Activities	p. 77
The Role of Language in Cognitive Development	p. 78
Relationship between Learning and Development	p. 79
Knowledge Formation within the Zone of Proximal Development	p. 81
Application of Social Cognitive Theories to Models of Teaching	p. 83
Social Inquiry Teaching Model	p. 84
Implication of Social Cognitive Theories to Design of E-learning Environments	p. 86
Social Inquiry Teaching Model for the Web	p. 86
NASA Quest: Planetary Flight as an Example of the Social Inquiry Training Model	p. 90
Reflection	p. 98
Chapter 5 Psychological Theories and E-learning	p. 100
Psychological Theories and the Thematic Nature of Development	p. 101
Characteristics of Expert's Knowledge Organization	p. 102
Erikson's Theory of Psychological Development	p. 103
Types of Human Memory as They Relate to the Integrated Structure of Knowledge	p. 108
Application of Psychological Theories to Models of Teaching	p. 110
Implication of Psychological Theories to Integrated Thematic E-Learning Environments	p. 112
Overview of The NASA SCIence Files	p. 114
Selecting Unifying Themes	p. 116
Develop Intellectual Confrontations Based on the Theme	p. 118
Decide the Interdisciplinary Possibilities	p. 119
Determine the Activities and the Sequence of Problem-based Learning	p. 123
Reflection	p. 126
Part II Orientation to Perceptual Design	p. 127
Chapter 6 Visual Design and E-learning	p. 131
Perceptual Design	p. 132
Psychology of Perception	p. 133
The Ecological Approach	p. 134
The Constructive Approach	p. 135
The Gestalt Laws of Perceptual Organization	p. 138
Language of Visual Communication	p. 140
Elements of Design	p. 141
Syntax of Design	p. 142
Reflection	p. 151
Chapter 7 Text, Color, Images, and Icons	p. 153
Working with Text	p. 153
Text and Its Origin in Technology	p. 153
Serif and Sans serif	p. 156
The Use of Text in E-learning Environments	p. 157
Basic Design Guidelines for Text	p. 158
Working with Colors	p. 159
Psychological Effect	p. 163
Design Guideline for Colors	p. 165
Working with Images	p. 165
Bitmapped or Vector-Based Images	p. 166
Ways of Dealing with Images	p. 169
Basic Design Guideline for Images	p. 170
Working with Icons	p. 171
Types of Icons	p. 171
Design Guideline for Icons	p. 173
Reflection	p. 173
Chapter 8 Animation, Video, and Audio	p. 177
Essential Features of Authoring Tools for Animation, Sound, and Video	p. 178
Macromedia Flash MX	p. 180
Basic Elements of Flash	p. 181
Authoring Procedure for Flash	p. 185
Working with Sound	p. 196
Importing Sounds into Flash	p. 197
Guidelines for Sound	p. 199
Working with Video	p. 199
Incorporating Video into Flash	p. 200
Publishing Flash Movies for E-learning Sites	p. 200
Reflection	p. 201
Chapter 9 Page Layout and Site Architecture	p. 205
Page Layout Elements	p. 206
Proportion	p. 208
Grid Lines to Assist Formatting a Page	p. 209
Alternative Sketches	p. 211
Guidelines for Page Layout	p. 212
Site Architecture	p. 213
Steps for Designing Site Architecture	p. 214
Create Modules with Discrete Topics	p. 215
Create Appropriate E-learning Site Architecture	p. 217
Guidelines for Site Architecture	p. 225
Reflection	p. 226
Part III Orientation to Design and Development	p. 230
Chapter 10 The Design Process	p. 231
Planning	p. 232
Learner Analysis: Who Will Use It?	p. 232
Educational Goal Analysis: Determining Site's Goal	p. 237
Identify Content	p. 240
Task Analysis: Charting Content	p. 241
Team Analysis: Who Will Be Involved in Development?	p. 244
Design	p. 247
Site Architecture	p. 247
Page Layout and Visual Design	p. 248
Production	p. 249
Development	p. 250
Maintenance	p. 251
Administration	p. 251
Marketing Your Site	p. 251
Reflection	p. 252
Feedback Level	p. 252
Content Organization	p. 253
Perceptual Level	p. 254
Bibliography	p. 257
Author Biographical Sketch	p. 263
Index	p. 265

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