eLearning is not about delivering information. It is user-centered and shifts the emphasis from teaching to learning. Rather than being an information or content creator, as I develop e-learning I try to concentrate on ways to encourage users to become more active learners and to apply knowledge rather than just regurgitate it. The focus is on learning, and users have freedom to become more self-directed in their learning experiences.
My eLearning philosophy is derived from multiple theoretical perspectives on effective learning and professional development, including adult development, reflective practice, and theories about the role of technologies in promoting learning. For example:
Stone Wiske’s Teaching for Understanding (TfU) is an educational pedagogy that uses the following four questions as a foundation for its framework: What topics are worth understanding? What about these topics needs to be understood? How can we foster understanding? How can we tell what learners understand? TfU includes four key ideas – based on the four questions: generative topics, understanding goals, performances of understanding, and ongoing assessment.
John Bransford’s framework teaches us that a fundamental tenet of modern learning theory is that different kinds of learning goals require different approaches to instruction; new goals for education require changes in opportunities to learn. The design of online learning environments is linked to issues that are especially important in the processes of learning, transfer, and competent performance.
Garrison & Anderson’s model constitutes three elements essential to every educational transaction: cognitive presence, social presence, and teaching presence. The intersection of these elements are key in selecting content, supporting discourse, and setting climate for high performing online educational experiences.
From setting goals to measuring results, I work closely with my clients and their learners to produce the highest quality training available on the market today by: (1) setting training goals for improving performance, (2) applying frameworks of adult learning and online learning, (3) designing curriculum for understanding, (3) selecting and implementing appropriate technologies, (4) engaging learners, building trust, developing collaborative inquiry, (4) connecting to local contexts and individual needs, (5) mediating interaction for understanding, and (6) measuring results