Education, elearning solution, mathematics, constructivist learning theory

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Part 1 Planning an eLearning strategy

Part 1. a. Identification and Analysis of Learning need

Discuss and analyse the learning needs specified below and how you will address the learning needs with an eLearning solution (600 words).   As part of the General Mathematics Curriculum, students are expected to achieve the learning outcome “communicate their arguments and strategies, when solving problems, using appropriate mathematical language” (ACARA, 2020).      You need to analyse students’ learning needs in order to achieve the outcome including barriers to achieving the outcome, and how elearning solution is able to assist them. To do this, first describe barriers and enablers to elearning that exist in your context or for your learners. Then, articulate how the barriers and enablers impact on your learning design (i.e., how you will go about meeting the learning need in light of the barriers and enablers). Support this analysis with literature about barriers and enablers.   Reference at least 6 of the following literature   Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction, The International Review of Research in Open and Distributed Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230   Becker, K., Newton, C., & Sawang, S. (2013). A learner perspective on barriers to e-learning. Australian Journal of Adult Learning, 53(2), 211-233. Retrieved from http://search.proquest.com.ezproxy.une.edu.au/docview/1444015979?accountid=17227   Ertmer, P.A. & Newby, T.J. (2013) Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly 26(2), pp. 43-71.   Hirumi, A. (2013). Three levels of planned eLearning interactions: A Framework for Grounding Research and the Design of eLearning Programs. Quarterly Review of Distance Education, 14(1). Lai, K.-W. and Hong, K.-S. (2015), Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46, pp. 725–738. doi:10.1111/bjet.12161     Horton, W. K. (2012) E-Learning by Design (2nd ed.) Read closely pp. 399 – 415 and scan pp. 415 – 500 to introduce yourself to some of the concepts and terms associated with social learning.   Stavredes, T. (2011) Effective Online Teaching: Foundations and Strategies for Student Success Read closely Part 1 – Profile of an Online Learner; Chapter 4 – Learning Theory; and Chapter 5 – Understanding Cognition and Learning. Santally, M. I., Rajabalee, Y. & Cooshna-Naik, D. (2012). Learning design implementation for distance e-Learning: Blended rapid e-Learning techniques with activity-based pedagogies to design and implement a socio-constructivist environment. European Journal of Open, Distance and E-Learning.   Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved from https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf   Roblyer, M. D. & Doering, A. H. (2013). Integrating Educational Technology into Teaching, (6th Ed.) Boston, MA: Pearson (available as an e-book in the UNE library), pp. 45 – 86.   Yengin, I., Karahoca, D., Karahoca, A. & Yücel, A. (2010). Roles of teachers in e-learning: How to engage students & how to get free e-learning and the future. Procedia Social and Behavioural Sciences, 2, 5775-5787.  

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Part 1. b. Identification and Justification of Instructional Strategy

b. Describe and justify a particular instructional strategy to meet the learning needs described in section a (600 words). You must read and reference Hirumi 5E model. Online and Hybrid Learning: Design Fundamentals (Grounded Designs for Online and Hybrid Learning). Washington DC: ISTE. p. 53.     First, establish and present the basic premise that ‘This instructional strategy is based upon the idea that learning occurs when students make their own discoveries through interaction with others’.   Second, connect and justify the instructional strategy to constructivist learning theory.   Third, typically instructional strategies are broken up into a number of stages or learning events. The structural unit of an instructional strategy is referred to an learning event. According to Hirumi (2014), the 5E model includes five events; Engage, Explore, Explain, Elaborate, and Evaluate. Each event associated with a strategy represents an interaction that occurs between the learner and other human or non-human resources; for example, other learners, the teacher/instructor, content, tools, etc. It would be wrong to equate an event with a lesson or equivalent. An event could simply be one activity or it could extend over a number of lessons, workshops or tutorials. Below table describes in general terms what each of these stages entails for an eLearning strategy. Re-write the strategy section in your own words.

Learning event Strategy Engage The purpose is to provide the opportunity for teachers to identify students’ current concepts and misconceptions. Although provided by a teacher or structured by curriculum materials, these activities introduce major ideas in problem situations. How do students’ explain this situation? Explore The purpose is to provide a common set of experiences for students and opportunities for them to “test” their ideas with their own experiences and those of peers and the teacher.  How do students’ exploration and explanation of experiences compare with others? Explain The purpose is to provide opportunities for students to use their previous experiences to recognize misconceptions and to begin making conceptual sense of the activities through construction of new ideas and understandings. Allows introduction of formal language, terms and content information that makes students’ previous experiences easier to describe and explain. Elaborate The purpose is to have students apply or extend the student’s developing concepts in new activities and relate their previous experiences to the current activities. How does the new explanation work in a different situation? Evaluate The purpose is to serve as a summative assessment of what students know and can do. How do students understand and apply concepts and abilities?       Finally, justify your selected instructional strategy in terms of your identified learning need – from Section a. above, and other related factors such as your learning context, learners and learning theory (Constructivist learning theory).   Remember, the focus of this section is on the instructional strategy you are describing and justifying this given strategy in terms of the various contextual factors you have identified.   You should write 200 to 250 words identifying your instructional strategy and the remainder of the word count should be spent on your justification.     Reference at least 6 of the following literature plus Hirumi (2014).   Becker, K., Newton, C., & Sawang, S. (2013). A learner perspective on barriers to e-learning. Australian Journal of Adult Learning, 53(2), 211-233. Retrieved from http://search.proquest.com.ezproxy.une.edu.au/docview/1444015979?accountid=17227   Beldagli, B., & Adiguzel, T. (2010). Illustrating an ideal adaptive e-learning: A conceptual framework. Procedia-Social and Behavioral Sciences, 2(2), 5755-5761.   Brown, K. G., & Charlier, S. D. (2013). An integrative model of e-learning use: Leveraging theory to understand and increase usage. Human Resource Management Review, 23(1), 37-49.   Hirumi, A. (2002). Student-centered, technology-rich, learning environments (SCenTRLE): Operationalizing constructivist approaches to teaching and learning. Journal for Technology and Teacher Education, 10(4), 497-537.     Hirumi, A. (2014). Online and Hybrid Learning: Design Fundamentals (Grounded Designs for Online and Hybrid Learning). Washington DC: ISTE. p. 53.   Khanna, N. (2013). Overcoming elearning training barriers. Retrieved from https://www.slideshare.net/24x7Learning/overcome-e-learning-barriers    Nesvig, B. (2014). The hidden barrier to learning and what you can do about it. Retrieved from http://elearningindustry.com/the-hidden-barrier-to-learning-and-what-you-can-do-about-it  

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Part 2. Development of eLearning strategy

A plan for an eLearning solution to meet the identified learning need is presented below. The plan is in accordance to Hirumi (2014) 5E model. According to Hirumi (2014), the 5E model consists of five learning events. Each event associated with a strategy represents an interaction that occurs between the learner and other human or non-human resources; for example, other learners, the teacher/instructor, content, tools, etc. It would be wrong to equate an event with a lesson or equivalent. An event could simply be one activity or it could extend over a number of lessons, workshops or tutorials. The eLearning Solution Matrix has been completed below.   You are encouraged to read and reference the following when you write the rationale for the eLearning Solution Matrix.   Hirumi, A. “. (2013). THREE LEVELS OF PLANNED ELEARNING INTERACTIONS: A framework for grounding research and the design of eLearning programs. Quarterly Review of Distance Education, 14(1), 1-16. Retrieved from http://search.proquest.com.ezproxy.une.edu.au/docview/1373183285?accountid=17227   Hirumi, A. (2014). Online and Hybrid Learning: Design Fundamentals (Grounded Designs for Online and Hybrid Learning). Washington DC: ISTE. p. 53.    

eLearning Solution Matrix (Do Not Remove – This is part of answering the assignment question)

EVENTDESCRIPTIONINTERACTION(S)TOOLS
EngagePresent students with a project that requires financial planning. This can be a budget for a holiday, a car or living expenses when moving out of home. The project should prompt students in decision-making that involves financial literacy and numeracy skills. Ask students to engage in a discussion forum and share a short description of their goals and discuss what they may need to consider as part of their financial planning, including the loan amount required to fulfil their goals.  learner-instructor learner-learner learner-content    Discussion Forum
ExploreHave students explore the different interest rate for different loan products relevant to their goals. Present students with content information on how to calculate loan repayment, both fixed-term and variable interest rate. Ask students to apply their knowledge when comparing different loan products.  learner-instructor learner-content  Search engine, text and videos
ExplainAsk students to share their findings and what they have learned via a discussion forum. Students should be encouraged to consider each other’s findings and perspectives, but are not require to respond to each other’s postings at this stage.learner-instructor learner-contentDiscussion forum
ElaborateAsk students to re-consider their thinking and discuss why they have or have not changed their decision-making in relation to their financial plans and loan selection. Encourage students to consider the postings of others, and ask questions when there is a discrepancy in findings or calculations.learner-content learner-learner learner-instructorFace-to-face
EvaluateUsing a criteria for the learning outcome, evaluate individual student’s financial plan in relation to their ability to apply problem-solving and mathematical reasoning.learner-content learner-instructorOnline assignment submission
Now under the sub headings below provide the rationale for your eLearning solution. To review: Alignment with learning events – explain how the various activities you have described in the Description column align with their associated learning events of the instructional strategy and the learning theory underpinning the instructional strategy. Alignment with interactions – Explain how the activities you have selected align with the interactions you have identified and the learning theory underpinning the instructional strategy. Refer to Hirumi, 2013 or Hirumi 2014 for this section. Alignment with tools – explain how the eLearning tools you have selected are appropriate for the interactions you have identified. Suitability – Explain how your proposed eLearning solution addresses all the enablers and barriers you identified in Part 1. a.   Support your rationale with literature (9 other references relevant to constructivist theory, elearning, elearning design, elearning barriers, mathematics etc.).   Note the entire word count for Part 2 (1900 words) is for this rationale.

RATIONALE OF THE ELEARNING SOLUTION MATRIX

Introduction – a sentence or two.

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Alignment with learning events – approx. 450 words

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Alignment with interactions – approx. 450 words

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Alignment with tools – approx. 450 words

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Suitability – approx. 430 words

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Conclusion – 120 words

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References

Please make sure you have at least 20 correct references and follow the APA 6 Style.